고등학교 영어 수행평가 영역 및 평가방법 분석

An analysis of assessment domains and methods used in English performance assessment in high schools

This paper investigates the specific domains and methods of English performance assessment used in language skills assessment in high schools in Korea in the light of education and language acquisition aims. For this research, a total of 98 specifications for English performance assessment in 3 subjects - English 10-a,b, English I, English Ⅱ - were collected by visits to high schools or through the Internet. The specifications are analyzed under various domains, including language skills(reading, listening, speaking, writing), learning attitude, formative assessment, and assignment. The result of this analysis shows that the current practices in English performance assessment in high schools have a number of problems: 1) insufficient speaking assessment, 2) writing assessment implemented as part of mid/final-term tests, 3) unclear scoring rubric for language skill assessment, 4) assessment scenarios far from real-like situations, 5) inappropriate assessment content, 6) listening assessment replaced by EBS listening tests, 7) excessive grading-oriented assessment, 8) formative testing focusing on only linguistic knowledge such as grammar or vocabulary, and 9) lack of feedback. This paper concludes that it is necessary for high school English teachers to appreciate the importance of language assessment, to contrive practical ways to apply it to the improvement of language skills, and pursue more systematic training in effective assessment practices appropriate to our EFL setting.