[논문]EFL 학생들의 자기평가 도구의 활용에 관한 질적 분석

나경희; 표경현

doi:10.5392/jkca.2016.16.04.634

초록
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평가도구가 갖는 객관성은 평가의 주요 원칙 중의 하나이다. 그러므로 지금껏 자기평가도구는 객관성이 미흡하다는 이유로 공식적인 평가도구로 사용되지 못하였다. 본 연구에서는 우리나라의 대학생들이 영어 강좌를 수강하는 과정에서 자기평가도구의 사용에 대하여 어떻게 인식해 나가며, 또한 평가과정에 직접 참여하는 과정에서 스스로의 성취에 대한 평가를 어떠한 시각으로 바라보게 되는지에 대하여 양 질적으로 조사, 분석해보고자 하였다. 연구 자료로서는 학생의 자기평가지와 심층면담방법을 활용하여 분석하였다. 분석 결과, 다음과 같은 결론을 얻을 수 있었다. 첫째, 자기평가에 대한 인식의 변화는 소규모 활동을 진행하면서 긍정적으로 되어 갔으며, 또한 자기평가라는 기제는 학생들이 그룹 활동에 적극적으로 참여하도록 유도하는 장치로써 작용하고 있음을 발견할 수 있었다. 결론적으로 자기평가의 가치를 타당하게 이해하기 위해서는 자기평가 연구가 교실 현장의 사회문화적인 맥락에서 이루어져야함을 제안하고 있다.

Abstract ▼ AI-Helper

Achieving a certain degree of objectivity is one of main assessment priniciples to meet and self-assessment has been under-used as a formal instrument for assessing students' achievement due to lack of objectivity. Now, this research attempted to look into how students perceived self-assessment and ...

Achieving a certain degree of objectivity is one of main assessment priniciples to meet and self-assessment has been under-used as a formal instrument for assessing students' achievement due to lack of objectivity. Now, this research attempted to look into how students perceived self-assessment and how they engaged in the assessment process. Self-assessments and in-depth interviews with students were collected as main data sources. The results of data analysis are as follows. First, a student' perceptions of self-assessment have been observed to change over a course of a semester. Furthermore, changes in perceptions might have led students to get ownership of their learning. Conclusively, this research proposes that the research of self-assessment be accommodated into the socio-cultural context to demonstrate its desirable influence on students' learning.

Keyword

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문제 정의

The class consisted of students with 20 English major, six double major, and four non-English major students. The aim of the class was to help students to develop their English proficiency with a focus of current affairs and issues. Unlike traditional classes where reading and understanding text in the area of current issues is the main target for learning and instruction, this course intended to enhance students’ listening and speaking abilities through English group discussions.
This study aimed at understanding changes in a student’s feelings, experiences, and perceptions of self-assessment over time in the small group learning environment.

가설 설정

1. How do the student’s perceptions of self-assessment change over time?

제안 방법

In order to achieve the research purpose, the study tried to reveal possible changes over time in a particular student (with a pseudonym of MH)’s perceptions of self-assessment and understand what brought changes in her perceptions during her interactions with other students in a small-group discussion setting.
The class met twice a week. Each week a new topic was introduced; new learning material with one or two articles and discussion questions prepared by the instructor was uploaded at the school e-learning system for students to access and print out for use. During the first class of the week, the whole class hour, 50 minutes, was devoted to [pre-reading discussion].
During the research period, a total of eight self-assessments, in-depth interviews with a focus group and a focus participant, and group observations of the researcher were gathered to answer research questions. A self-assessment was made up of three categories of closed-questions and one open-ended question Again the closed questions were broken down into three parts: three questions [Class Preparation] to help students prepare before class, eight questions [Class Participation] to check students’ class participation, and three questions [Class Reflection] to give students a chance to reflect on their learning in class.
In-depth interviews were conducted in the researcher’s office after class since their mid-term examination. Interviews with MH, a focus participant, continued every week until the last week of the semester; interviews with four students of a focus group took place three times on weeks 9, 12, and 15. Interviews lasted for 1-1.
5 hours per session on average. Two structured and two unstructured questions for interviews were prepared. Two structured questions are as follows:1) initial perceptions of self-assessment2) factors affecting the changes of perceptions of self-assessment.
Two kinds of data were collected for the study: quantitative data of eight self-assessments and qualitative data from in-depth interviews. A frequency analysis was briefly done for the assessment data, and a coding process for theme classification through repeated readings of in-depth interviews.
MH’s changes in perceptions toward self-assessment were analyzed by eight self-assessments, and in-depth interviews during about a three-month-period.

대상 데이터

The study took place in an English major elective class titled “Current English Practice” with a size of 30 students.
For the purpose of this research, a group of four students were selected as a focus group and, one female student with an alias of ‘MH’ among the focus group was selected as a focus participant.
The study took place in an English major elective class titled “Current English Practice” with a size of 30 students. The class consisted of students with 20 English major, six double major, and four non-English major students. The aim of the class was to help students to develop their English proficiency with a focus of current affairs and issues.

참고문헌 (19)

Y. Engestrom, Learning by Expanding: An Activity Theoretical Approach to Developmental Research, Orienta-Konsultit, 1987.
M. Harris, "Self-assessment of language learning in formal settings," The ELT Journal, Vol. 51, No. 1, pp. 12-20, 1997.

상세보기
K. Y. Jin and H. S. Seol, "Analysis of high-school speaking performance assessment by multi-Rasch models," Foreign Languages Education, Vol. 9, No. 2, pp. 25-42, 2002.
Y. M. Kim, "Application of portfolio in elementary English education," English Teacher, Vol. 52, No. 2, pp. 89-305, 1997.
Y. M. Kim, "Developing English Communicative Ability for Science Gifted Students through Project-based Learning of Publishing English Newspapers," The Journal of the Korea Contents Association, Vol. 14, No. 5, pp. 480-486, 2014.
K. Kuuti, "Activity theory as a potential framework for human-computer interaction research," B. A. Nardi (Ed.), Context and Consciousness: Activity Theory and Humancomputer Interaction, MIT Press, 1996.
J. P. Lantolf and P. B. Genung, "I'd rather switch than fight: An activity-theoretic study of power, success, and failure in a foreign language classroom," C. Kramsch (Ed.), Language Acquisition and Language Socialization, pp. 175-196, Continuum, 2002.
J. P. Lantolf and A. Pavlenko, "Second language activity theory: Understanding second language learners as people," M. Breen (Ed.), Learner Contributions to Language Learning, pp. 141-158, Longman, 2001.
S. K. Min and Y. H. Lee, "The influence of learner factors on foreign language vocabulary learning: Negative emotion and working memory," The Journal of the Korea Contents Association, Vol. 15, No. 4, pp. 545-555, 2015.

원문보기 상세보기
H. K. Lee and J. H. Kim, "A study on multi-class assessment possibility of English speaking ability: Self-, peer-, and classroom assessment," English Education Study, Vol. 21, No. 4, pp. 241-26, 2009.
S. Y. Lee, "Multiple-choice and performance assessment: From conflict to harmony," Foreign Languages Education, Vol. 7, No. 2, pp. 219-232, 2000.
A. N. Leontiev, Activity, Consciousness, and Personality, Prentice Hall, 1978.
A. N. Leontiev, Problems of the Development of the Mind, Progress, 1981.
D. Nunan, Understanding Language Classrooms: A Guide for Teacher-Initiated Action, Prentice Hall, 1989.
J. M. O'Malley and L. V. Pierce, Authentic Assessment for English Language Learners: Practical Approaches for Teachers, Addison-Wesley Longman, 1996.
S. K. Paik, "Theoretical foundation of performance assessment," S. K. Paik (Ed.), Theory and Practice in Middle School, pp. 17-75, Wonmi, 1998.
K. Y. Park, "Applying Rasch Analysis for Validation of School Function Assessment," The Journal of the Korea Contents Association, Vol. 14, No. 3, pp. 269-276, 2014.

원문보기 상세보기
L. S. Vygotsky, Mind in Society: The Development of Higher Psychological Processes, Harvard University Press, 1978.
L. S. Vygotsky, "The genesis of higher mental functions," J. V. Wertsch (Ed.), The Concept of Activity in Soviet Psychology, Sharpe, pp. 144-188, 1981.

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[국내논문] EFL 학생들의 자기평가 도구의 활용에 관한 질적 분석
Qualitative Analysis of Using Self-Assessment for EFL Students 원문보기

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[국내논문] EFL 학생들의 자기평가 도구의 활용에 관한 질적 분석 Qualitative Analysis of Using Self-Assessment for EFL Students 원문보기

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[국내논문] EFL 학생들의 자기평가 도구의 활용에 관한 질적 분석
Qualitative Analysis of Using Self-Assessment for EFL Students 원문보기

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