영미문학교육과 학습자중심 평가: 이슈, 딜레마, 전략

Learner-centered assessment in English literature education: issues, dilemmas, and strategies for effective implementation

This study critically examines how creative and aesthetic competencies are conceptualized and implemented in <Reading British and American Literature>, a career-elective course in the 2022 Revised English Curriculum. Through document analysis informed by Dewey’s aesthetic experience theory, Rosenblatt’s transactional theory, and Eisner’s arts-based epistemology and other related theories, this research investigates the achievement standards, teaching-learning methods, and assessment frameworks. Findings reveal that while achievement standards integrate aesthetic understanding with creative production, significant structural tensions emerge. The curriculum’s assumption of measurable competencies conflicts with the irreducibility of aesthetic experience. Vocabulary limitations, assessment objectivity requirements, and Korea’s examination-oriented system further constrain implementation. Despite these challenges, this study proposes the EER (Experience-Expression-Reflection) cycle as a reconceptualized framework for creative-aesthetic competency development, alongside a dual-layer assessment architecture emphasizing process-oriented evaluation. Realizing the curriculum’s ideals requires flexible policy implementation, teacher professional development, and a shift from summative grading toward learning-oriented assessment. These findings contribute to discussions on competency-based curriculum design in literature education.