Impact of Constructed Participation Assessment to Evaluate Student Participation

• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: Yvette Denise Murdoch Lim Hyejung Jiyoung Cho Antonio Covello
• 간행물 정보: 『영어교육연구』제29권 4호, 47~82쪽, 전체 36쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2017.12.31

영문 초록

This manuscript explored the impact of using formative grade assessment for participation in university undergraduate basic EFL conversation course. Generally, teaching staff seldom create rubrics that assess students’ performance in order to grade their course participation. Most instructors rely solely on observations and subjective participation assessment and often link participation to attendance. This study explored the formative participation grading assessment rubric created by two instructors for a Korean university undergraduate basic EFL conversation course. For this purpose, a survey instrument was developed to investigate the impact on the individual learner and the overall effect of course participation and its assessment rubric. The study confirmed students’ view that participation is an essential aspect of course evaluation, and it offered insight for instructors into course engagement and assessment. It was found that students’ academic self-efficacy was closely correlated to course engagement both for in- and out-of-class activities, elimination of teacher bias could be largely resolved through negotiation and clarification, and that instructors should bear in mind attendance, especially the management of non-attendance when assessing course participation. Implications for future follow-up studies on course participation and participation assessment rubric were also detailed. (176 words)

목차

I. INTRODUCTION

II. LITERATURE REVIEW

III. COURSE & RUBRIC BACKGROUND

IV. DESIGN & METHODOLOGY

V. RESULTS & DISCUSSION

VI. CONCLUSION

VII. IMPLICATIONS & LIMITATIONS

키워드

participation assessment rubric teacher bias attendance