한국 고등학교 영어 수행평가와 서·논술형 평가 실태 및 개선 방안 연구

Abstract

This study explores the approaches and challenges of high school English teachers in South Korea in student assessments. Emphasis is placed on their implementation of restricted- and extended-response essay items, as well as performance assessments. We conducted a survey of 10 high school English teachers, selected through purposeful and snowball sampling methods, using open-ended questions. Results indicate a preference for written tests, predominantly multiple-choice questions, over performance assessments. The study also exposes a discrepancy between the intended and actual implementation of performance assessments, which frequently fall short in adequately evaluating students' English productive skills, specifically speaking and writing abilities. Teachers face challenges in collaborating with colleagues, grading, and offering meaningful feedback, often constrained by time and students' focus on scores. The research underscores the necessity for professional development in language assessment literacy, particularly in the creation of scoring rubrics and the application of consistent grading methods for performance, restricted- and extended-response essay assessments. These improvements are aimed at closing the gap between assessment objectives and actual practices, ensuring a more effective contribution to the development of students' English language proficiency.