영어 글쓰기 능력, 편향성, 채점시간이 예비 영어교사들의 채점 신뢰도에 미치는 영향

Abstract

This study aims to investigate the rating performance of Korean pre-service secondary school English teachers. Twenty-seven secondary student teachers participated in both self and peer rating sessions because they scored 27 essays after they had written a one-page essay with the given topic. They were asked to make comments on essays, and rating time for each essay they spent right after they finished scoring each assessment criterion. The results exhibited that, first, most of the participants did consistently assign their scores, but no statistically significant association was found between their writing ability and their consistency in scoring. Second, some biases on self and peer rating were found. Participants showed that they tended to score the essays at the higher levels of proficiency more severely. On the contrary to this, they were likely to assign more lenient scores to the essays at the lower levels of proficiency. Third, the length of the rating time they spent was not directly related to maintaining intra-rater reliability. The findings of this study have some educational implications for training pre-service teachers.