영어 쓰기 학습 계약서를 활용한 학습중심평가의 적용과 분석

Application and analysis of learning-oriented assessment using English writing learning contract

This study examined changes in elementary English learners’ writing strategies and subcomponents of writing ability within a learning-oriented assessment using English writing learning contracts. The participants were twenty-two fifth-grade students from D Elementary School in Cheongju. The analysis of changes in writing strategies across units revealed that the proportion of W1–3 strategies declined to zero by Unit 11, while W7–9 increased; W6 and W10 fluctuated but showed the same proportion in Units 8 and 11. Analysis of changes in the subcomponents of writing ability indicated that punctuation accuracy improved among W1–3 and W7–9 users, with question marks used more accurately than periods. Spelling errors decreased among W1–3 and W7–9 users, and lexical variety increased among W6 and W7–9 users. Grammatical errors decreased among W10 users, and their error types were more limited compared to those of the W7–9 users. Logical organization remained consistent across units among the W10 users, except for Unit 10. These findings suggest that learning-oriented assessment using learning contracts can enhance elementary learners’ self-directed development in their use of writing strategies and in subcomponents of writing ability. They also highlight the need for classroom support to ensure effective application of learning-oriented assessment across diverse learning contexts.