한국어 교사의 쓰기 평가 문식성 연구

Abstract

In this paper, we inspect the effects and aspects of writing assessment literacy on writing assessment through a think-out-loud protocol and interviews, focusing on the knowledge and beliefs of evaluators. First, in terms of ‘knowledge’, evaluators show the mental representation of the evaluation criteria by using knowledge as an evaluator. In addition, they are aware of their assessment characteristics and try to control their strictness based on the knowledge through evaluator training experience and research. The evaluators show that they try to establish the internal criterion by themselves in the assessment situation where no evaluator training and discussion exists. Even though the analytical scoring method was given, the raters also used the holistic scoring method as a supplement. In addition, the evaluators show the social interaction that understand the context that the author intends based on writing without meeting student authors by exploiting the knowledge as a teacher who teaches Korean. Evaluators differed in proficiency in score representation because of their teaching experience and grader training. In terms of language use, experienced evaluators do more automated score representation than inexperienced evaluators. Next, from the perspective of ‘beliefs’, the difference between the evaluators was more prominent than the knowledge aspects. Especially, it is confirmed that the difference of beliefs of Korean writing for academic purposes evaluation constructs and L2 writing evaluation is represented as different text images and score representations. In addition, the evaluators generally agree that L1 literacy and L2 literacy is not fixed and influences each other. However, the difference in beliefs about the construct of writing for academic purposes results in differences in task performance and content criteria. (Woosong UniversityㆍUniversity of Minnesota)