초등영어 교실수업에서 예비교사의 언어 평가 리터러시 기반 평가 설계·개발에 대한 사례연구

A case study on primary pre-service teachers’ assessment design and development based on language assessment literacy in primary English class

The purposes of this study are to analyze pre-service English teachers’ lesson plans through analysis criteria extracted from the components and principles of language assessment literacy (LAL), and to propose directions of fostering pre-service teachers' assessment design and development capacity based on the results. To achieve the purposes, the components of assessment literacy were analyzed in classroom classes, and pre-service teachers’ assessment design and implement in the lesson plans were checked with the LAL-based criteria. It was shown that 1) they lacked the capacity to systematically design a detailed assessment plan linked to classroom activities according to the guidelines of the 2022 English National Curriculum (LAL level 3), 2) the rubric was not designed considering the theoretical investigation of assessment (LAL level 2), and 3) various assessment methods were not developed in the aspect of understanding and practice of assessment (LAL level 1). Based on the results, it was suggested in this paper that pre-service teachers should cultivate the ability to design and develop assessment tools linked to classroom activities based on LAL.