Learning-oriented Classroom Assessment in the Korean Secondary School Context

김현정,Gi Jung Kim 한국영어평가학회 2021 영어평가 Vol.16 No.2

The purpose of this study is to explore the learning-oriented aspects of two online computer-based classroom assessments: the student-generated reading comprehension test development task and the KICE-eAssessment. This study draws upon Carless’ (2007) framework for learning-oriented assessment. The studentgenerated reading comprehension test development task is a teacher-designed online classroom-based reading assessment. For this assessment, students create three reading comprehension tests based on the reading texts covered in class. The English language part of the KICE-eAssessment is an online computer-based English language assessment system used to evaluate students’ communication skills and civic competency. In relation to the first component of Carless’ (2007) framework, assessment tasks as learning tasks, both assessments are learning-focused in the sense that their designs are based on the achievement standards and competencies in the current national curriculum of Korea (Ministry of Education, 2015a) and/or real-life language use. The second component of the framework, student involvement, is also achieved by these two classroom assessments, which incorporate self- and peer-evaluation into their assessment tasks. The last component of the framework, feedback as feedforward, is integrated into these two classroom assessments. This component provides students with timely and forward-looking feedback from the teacher, peers, and the computer-based assessment system. The purpose of this study is to explore the learning-oriented aspects of two online computer-based classroom assessments: the student-generated reading comprehension test development task and the KICE-eAssessment. This study draws upon Carless’ (2007) framework for learning-oriented assessment. The studentgenerated reading comprehension test development task is a teacher-designed online classroom-based reading assessment. For this assessment, students create three reading comprehension tests based on the reading texts covered in class. The English language part of the KICE-eAssessment is an online computer-based English language assessment system used to evaluate students’ communication skills and civic competency. In relation to the first component of Carless’ (2007) framework, assessment tasks as learning tasks, both assessments are learning-focused in the sense that their designs are based on the achievement standards and competencies in the current national curriculum of Korea (Ministry of Education, 2015a) and/or real-life language use. The second component of the framework, student involvement, is also achieved by these two classroom assessments, which incorporate self- and peerevaluation into their assessment tasks. The last component of the framework, feedback as feedforward, is integrated into these two classroom assessments. This component provides students with timely and forward-looking feedback from the teacher, peers, and the computer-based assessment system.

Assessment Policy in Korean EFL Classrooms : An Ethnographic Exploration of Assessment Planning Practices

Yunjung Nam 아시아영어교육학회 2021 The Journal of Asia TEFL Vol.18 No.3

With the emphasis on the teachers’ roles as assessors for accountability purposes, the Ministry of Education (MOE) and City Offices of Education (COE) in Korea have started to mandate regulations on assessment in EFL classrooms. However, little is known about how the policy and mandates are being reflected in local schools. This study explored how Korean EFL teachers interpret macro-level assessment policies and create their own micro-level classroom assessment policies as policy agents. Policy documents and teacher-created assessment planning documents were collected and evaluated through document content analysis. The data were triangulated with ethnographic interviews with four EFL teachers. Based on the qualitative analysis of documents and interview data, it was found that Korean EFL high school teachers included information ranging from assessment methods to sample items in their assessment planning document. Also, there seems to be a convergence among the teachers in following the government mandates, yet with variations in the details of assessment methods. Generally, the teachers found it helpful to create assessment planning documents and teachers’ assessment expertise was considered as an important factor because teachers act as policy agents to critically interpret policies and creatively adopt relevant elements.

국가수준 학업성취도 평가와 교실평가와의 연계 방안 탐색을 위한 국외 사례 연구

이명애 인하대학교 교육연구소 2021 교육문화연구 Vol.27 No.2

This study aims to contribute to improving National Assessment of Educational Achivement(NAEA) into the Assessment for Learning by exploring linkage between NAEA and classroom assessment. To this end, the cases of National Certificate of Educational Achievement of New Zealand, National Curriculum Assessment of England, and Smarter Balanced Assessment of the United States were analyzed and implications were drawn. The common point in three cases was that the quality of education was continuously managed by strengthening the connection between evaluation and national curriculum. In addition, it is possible to more accurately grasp the level of academic achievement of students because the national evaluation and classroom evaluation are linked to the same or similar standards to establish a mutual exchange system. The suggestions are as follows. First, research and policy support are needed to reinforce the formative function of NAEA and to explore the possibility of linking with classroom assessment. Second, it is necessary to consider linking the evaluation results of NAEA and the grade of the Achievement Standards-based Assessment. Third, in the course of curriculum development, the national curriculum and evaluation must be more elaborately linked. Fourth, there is a need for systematic and specific plans to enhance teachers' evaluation expertise. 본 연구는 국가수준 학업성취도 평가와 교실평가와의 연계 방안을 탐색함으로써 국가수준 학업성취도 평가를 수업과 연계하여 학생들의 학업을 돕는 평가로 개선하는데 기여하는 것을 목적으로 한다. 이를 위하여 뉴질랜드의National Certificate of Educational Achievement, 영국의 National Curriculum Assessment 및 미국의 Smarter Balanced Assessment 사례를 분석하고 시사점을 도출하였다. 국외 사례에서 공통적인 점은 평가와 국가 교육과정의 연계 강화를통해 지속적으로 교육의 질 관리를 해 나간다는 것이었다. 또한 국가수준 평가와 교실평가가 동일하거나 유사한기준에서 연계되어 상호 비교 가능한 체제를 구축하고 있어 학생의 학업 성취수준 파악을 보다 정확하게 할 수있었다. 연구 결과에 터하여 첫째, 국가수준 학업성취도 평가의 형성적 기능을 강화하고 교실평가와의 연계 가능성을모색하기 위한 연구와 정책적 지원이 필요하다. 둘째, 국가수준 학업성취도 평가의 평가 결과와 성취평가제의 등급을연계하는 것을 고려해 볼 필요가 있다. 셋째, 교육과정 개발 과정에서 국가 교육과정과 평가가 더 정교하게 연계되어야한다. 넷째, 교사의 평가 전문성 신장을 위한 체계적이고 구체적인 방안 마련이 필요하다는 것을 논의하였다.

Does Performance Assessment System Operate as Intended in a Classroom-Based Assessment?

심규남 한국초등영어교육학회 2015 초등영어교육 Vol.21 No.4

The purpose of this study is to investigate how primary school teachers of English generally perceive performance assessment as part of classroom-based assessment (CBA) in the school. This study also examines a number of mainstream theories on language testing and assessment which are relevant to performance assessment and classroom-based assessment, while taking into account how performance assessment in the primary school classroom conforms to these theoretical principles. In order to conduct the research, the teachers’ usual method of performance assessment was surveyed two times, and their perceptions were analyzed from a total of 41 participants; a focused group interview was administerd to 8 teachers in order to consolidate the data obtained from the survey. According to the results of the study, the teachers generally believed that performance assessment in the schools operate properly; they were quite positive about the current performance assessment system and what they did as an assessor across the performance assessment cycle. However, there are a number of issues which need to be addressed: First, pre-announcement of performance assessment should be operated effectively in order to give stakeholders enough information on what the students are expected to do in the assessment activities. Second, the record and the report system need to be improved in order to communicate with stakeholders more successfully; through this, the feedback from the stakeholders could be more useful in improving what the teachers do in the classrooms. Some particular areas and issues needing further investigation were identified in the last part of the study.

Does Performance Assessment System Operate as Intended in a Classroom-Based Assessment?

Kyu Nam Shim 한국초등영어교육학회 2015 초등영어교육 Vol.21 No.4

The purpose of this study is to investigate how primary school teachers of English generally perceive performance assessment as part of classroom-based assessment (CBA) in the school. This study also examines a number of mainstream theories on language testing and assessment which are relevant to performance assessment and classroom-based assessment, while taking into account how performance assessment in the primary school classroom conforms to these theoretical principles. In order to conduct the research, the teachers' usual method of performance assessment was surveyed two times, and their perceptions were analyzed from a total of 41 participants; a focused group interview was administerd to 8 teachers in order to consolidate the data obtained from the survey. According to the results of the study, the teachers generally believed that performance assessment in the schools operate properly; they were quite positive about the current performance assessment system and what they did as an assessor across the performance assessment cycle. However, there are a number of issues which need to be addressed: First, pre-announcement of performance assessment should be operated effectively in order to give stakeholders enough information on what the students are expected to do in the assessment activities. Second, the record and the report system need to be improved in order to communicate with stakeholders more successfully; through this, the feedback from the stakeholders could be more useful in improving what the teachers do in the classrooms. Some particular areas and issues needing further investigation were identified in the last part of the study.

What Do College English Teachers Really Care about Classroom Assessment?

표경현 한국중앙영어영문학회 2010 영어영문학연구 Vol.52 No.4

Teachers spend a great deal of time and effort with assessment in the classroom, and they see the task as essential in school systems for many reasons. The current study was concerned with underlying assumptions and beliefs when they make their assessment decisions in the college classroom. Three English teachers were interviewed and their cases were analyzed for their assessment practices and underlying reasons for their chosen components and methods. The findings indicated that the biggest factor weighing on teachers’ decisions in classroom assessment is reporting/grading. Despite the fact that teachers had autonomy and latitude to design and implement their own forms of classroom assessment, they placed high priority on managerialist demands before pedagogically-oriented information; teachers wanted their assessments to be objective and impartial. Classroom assessments were also chosen as a tool to effectively promote students’ engagement in study and check their understanding. Surprisingly, teachers cared about producing summative assessments for schools rather than formative assessments for supporting learning. Future research questions are provided in the paper.

초등영어 말하기 수행평가 프로파일 차트 개발 및 활용 분석

이여임(Yeoim Lee),심규남(KyuNam Shim) 한국영어평가학회 2022 영어평가 Vol.17 No.2

The purpose of this study aims to develop a profile chart for speaking performance assessment and implement it in primary English classes. Considering some major theories and principles regarding speaking assessment which are performance assessment and learning-oriented assessment, as well as the teaching and assessment context of primary English teaching, a profile chart of speaking performance assessment was developed. To conduct the research, 24 primary school teachers participated and some of them used the chart and then shared their experiences in using the chart in their English classes. Through this process, the profile chart was revised and confirmed. According to the results of the study, the participating teachers were all satisfied with using the speaking assessment profile chart for in-class assessment. Teachers responded that the chart could be used for assessment purposes as expected, that it could be used within the scheduled time frame in the classroom, and that it was relatively easy to record and manage. They also responded that in consideration of the characteristics of the speaking activity for each class period and the number of students who could be assessed at one class period, another customized chart form should be developed. Other issues for further investigation and examination were suggested in the last part of the study.

A Study of Enhancing Reliability of Classroom Self-Assessment in University

Kyong-Hyon Pyo 한국외국어교육학회 2015 Foreign languages education Vol.22 No.4

The usefulness of self-assessment for evaluation purposes has been controversial among language testers and teachers, pointing to the long-held psychometric concerns of its low-leveled reliability for assessment. This study aimed at exploring the possibility of enhancing the reliability of self-assessment used in a college English classroom (n=32) by diagnosing a cause of deteriorating the reliability quality of self-assessment and seeking measures to offset the negative factor for future use. In order to achieve the goals of the study, internal consistency reliabilities were obtained before and after an improvement was made in the self-assessment. Students’ feedback on the self-assessment was sought through a focus-group interview. Next, a multiple regression analysis was conducted to see if self-assessment can be a significant predictor in students’ final grades in the course. The independent variables used for this study were final exam, midterm exam, and five self-assessments. The results of the analyses are as follows: 1) from the focus-group interview on the 6th week of semester, a subjectivity problem of self-assessments was found and a new set of items in a quiz format were added for its modified version, 2) Cronbach’s α’s of self-assessments have drastically gone up from its original ones (.514-.546) to modified ones (.614-.850), and 3) four variables were included in the final model predicting students’ final grades: final exam, midterm exam, third and second self-assessments. Based on the findings, a new perspective on reliability issues in self-assessment was proposed.

핵심역량 신장을 위한 중학교 영어 교실평가 개발 및 시행의 특징

박상복 한국영어평가학회 2021 영어평가 Vol.16 No.1

The present study was designed to explore the characteristics of developing and administering English classroom assessments to enhance core competencies at middle schools. The purpose of the study was threefold. First, it was to identify the difficulty of developing English classroom assessments to enhance core competencies in terms of teachers’ viewpoints. Secondly, it was to examine the difficulty in administering assessments. Lastly, it was to explore ways to lesson these difficulties. This study focused on ‘communication competency’ and ‘social competency’ among the competencies presented in the 2015 Revised National Curriculum, which is widely regarded as a competency-based curriculum. This study is an action research which was undertaken by teachers who were working alongside the researcher. The assessment was a performance based English classroom assessment which could be used as a formative tool. Diary, classroom observation and group interviews with the working group teachers were employed to collect data. The difficulties of developing and administering the assessment and ideas for improvement were discussed from teachers’ perspectives. It is expected that the outcomes can work for assessment as learning by understanding the characteristics of developing and administering English classroom assessments to foster core competencies.

중등 교실 역사학습평가의 개선방안 -내용타당도 측면에서-

김미선 한국역사교육학회 2009 역사교육연구 Vol.- No.9

The purpose of this study is to propose ways of validating classroom history assessment tools. For this study, first, it investigated problems in classroom history assessments through the review of studies related to history assessments. Second, it produced methods to align between the content of assessments and objectives of curriculum in history by using a content matrix. Third, it showed examples of test items suited to each historical thinking skill. The results of this study indicated that history teachers do not have sufficient experience of systematic educational training courses related to classroom assessments. Most of history teachers proceed classroom assessments without any clear plans. However, teachers including history teachers do not aware of themselves who are not equipped sufficiently with assessment expertise. Experts in educational evaluation understand that teachers lack in sufficient knowledge and skills in classroom assessments and are not ready to proceed it. These experts see keenly the necessity of reform in teacher training programs and curriculum of teacher college in order to solve the problems in classroom assessments. As for solving these problems found, this study proposes ways of aligning among history content, historical thinking skills, and objectives in history curriculum. First, in order to align the content of assessments with objectives of curriculum, the content of assessments should include historical knowledge representing the content of curriculum in history. Second, the distribution of the content in test items should also be balanced across the objectives and thoroughly cover the span of knowledge in the curriculum. Third, each test item should be appropriate for each historical thinking level to assess dept historical understanding. The results of this study will be used for developing the content validity of classroom history assessments in educational programs for history teachers.