수행중심의 초등영어 평가실태 분석
An Analysis of Performance-based Assessment in Elementary School English Education
The purpose of this study was to investigate and analyze performance-based assessment in the context of elementary school English education. 12 elementary school teachers answered to an open-ended questionnaire. The findings were as follows: 1) To measure students' achievement and progress were identified as major aims of assessment. 2) Observation logs, worksheets, interview, peer and self-assessment, paper-and-pencil test, assignments, anecdotal reports were used in order of contents of assessment. 3) The grading system mostly depended upon the global impression of teachers without specific criteria 4) The results of assessment were effective for identifying students' level of achievement, but not for individualized teaching. 5) Most teachers had positive attitudes toward the theoretical rationale of performance assessment, but suggested many substantial problems should be settled down. Based on the finding some implications were made: 1) Teachers' perspectives for the assessment should be changed. Also they need sufficient time and support to practice, adjust, and reflect their own teaching. 2) Assessment should be designed to help student's progress through ongoing processes 3) Systematic and reliable criteria of scoring need to be developed.
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