예비영어교사의 평가 전문성 신장 지도 방안

Abstract

Objectives Given the necessity and importance of improving the pre-service English teachers’ assessing ex-pertise, this study was to propose an instruction for improving their assessing expertise through process-based assessment, to conduct the instruction to them, and to examine their perceptions of it.
 Methods For this purpose, based on the literature on assessment theory and process-based assessment, an in-struction plan for improving assessing expertise through process-based assessment was devised. This was con-ducted on 20 pre-service English teachers at a university in Seoul in the second semester of 2022, and their per-ceptions of the instruction were analyzed through self-assessment, self-reflection reports, and a questionnaire survey.
 Results As for the instruction, six types of process-based assessing methods were used to organically link teach-ing, learning, and assessment throughout the semester, to manage the learner-centered class, and to provide them with individual feedback. As a result, the prospective English teachers were found to perceive that their as-sessing expertise was changed and developed in various aspects.
 Conclusions This study revealed that compared to the instruction through product-based assessment, focusing on paper-and-pencil tests, the suggested instruction was conducive to developing the prospective teachers’ knowledge, skills, and attitude toward the assessment field. Therefore, it was concluded that the instruction through process-based assessment could be a way to enhance prospective English teachers’ assessing ex-pertise and related research should continue to be conducted in the future.