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

• 발행기관: 한국초등영어교육학회
• 저자명: Kyu Nam Shim
• 간행물 정보: 『초등영어교육』제21권 4호, 275~300쪽, 전체 26쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.12.30

영문 초록

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.

목차

Abstract

Ⅰ. Introduction

Ⅱ. Literature Review

Ⅲ. Method

Ⅳ. Results and Discussion

Ⅴ. Conclusion and Implication

References

키워드

performance assessment classroom-based assessment