영어과 학습지원대상학생 후보군 선정을 위한 교사의 관찰평가 도구 개발 및 적용에 관한 연구

A study on development and application of an observational assessment tool for selecting candidates for English students in need of learning support

The purpose of this study is to develop an effective rubric that teachers can use for observational assessment when selecting candidates for English learning support students, and to derive future implications from it. With the 2022 English curriculum set to be implemented in classrooms starting in 2025 and the absence of even minimal achievement standards, there is an urgent need for observational assessment rubrics to which teachers can refer. To address this, five English teachers from both elementary- and middle schools participated in focus group interviews to create the rubric, which was then applied in their classrooms. The process of developing the rubric involved three steps: setting evaluation criteria and presenting the evaluation content; determining the types of assessment tools; and describing the performance levels for each evaluation criterion on the scale. The cognitive domain focused on evaluating the alphabet and vocabulary in elementary school, while phrases, sentences, and content comprehension were the evaluation criteria for middle school. The affective domain criteria included confidence and initiative for both elementary and middle school. Unlike previous practices that uniformly selected learning support students based on quantitative assessment results, in this study the observational assessments by teachers play a crucial role, allowing participating teachers to experience a sense of efficacy and responsibility. The study suggests the need for further research and teacher training to enhance the quality of observational assessments in the future.