훈련된 동료 평가자를 활용한 과학 구술평가에 대한 중학생의 인식

Abstract

Objectives The purpose of this study is to find out middle school students' awareness of the assessment of oral presentations by ‘trained peer evaluators’ in science classes. Methods 19 trained peer evaluators conducted the assessment of oral presentations on 90 peer learners. Then, we investigated the awareness of ‘usefulness’, ‘reliability’, and ‘the training peer evaluators’ competency-building training process' for this evaluation. Results The results showed that the evaluated learners were found to have a positive awareness on usefulness (M=3.88) and reliability (M=4.09) of ‘the assessment of science oral presentations by the trained peer evaluators’. But there was no significant difference according to gender. The awareness on usefulness of the trained peer evaluators (M=4.38) was more positive than that of the evaluated learners (M=3.88), and there was no significant difference in reliability according to the role. The trained peer evaluators had positive awareness of ‘the competency-building process’ (M=4.47) and responded that the process of exchanging questions helped learning. Conclusions Both the trained peer evaluators and the evaluated learners were positively aware of ‘the assessment of science oral presentations by the trained peer evaluators’ and there was no difference according to gender. Overall, the awareness of the trained peer evaluators was more positive than that of the evaluated learners, and ‘the competency-building process’ was found to be helpful to trained peer evaluators for their learning.