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초등영어 수업연계 평가의 원리와 실제에 대한 교사의 인식
심규남(Shim, KyuNam) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.23
본 연구는 교실을 기반으로 하는 초등영어 수업연계 평가의 원리와 실제에 대한 초등영어 담당교사들의 인식을 조사 연구하였다. 이를 위하여, 먼저 초등영어 평가의 맥락에 대한 이해를 바탕으로, 교실기반 평가(classroom-based assessment), 수 업연계 평가(assessment linked to teaching)에 대한 선행연구와 기존 이론을 탐색하여 수업연계 평가의 모형과 실행원리를 제시하였다. 연구 문제를 해결하기 위해서, 3개 도시의 55명의 초등영어 담당 교사들을 대상으로 1차에 폐쇄형 질문지를 사용한 조사 연구를 실행하였고, 약 1주일 후에 1차 연구 결과 분석을 바탕으로 개방형 질문지를 활용한 조사와 소규모 집단 면담을 실행하였다. 연구 결과는 수업연계 평가의 계획과 실행, 평가 방법 및 평가 과제, 평가의 기록 및 보고, 그리고 평가 결과의 사용 등 4개의 세부영역으로 나누어 분석하였다. 대부분의 연구 참여 교사들은 전반적으로 수업연계 평가에 대한 지식이나 원리에 대한 이해도가 높았고, 동시에 평가 원리를 교실에서 높은 수준으로 실천하고 있었다. 그러나 교사들은 동료 교사 간 협업으로 평가를 계획하고 실행하는 것과 기능 통합형 평가 과제 실행, 그리고 수준별 평가 과제를 제공하는 문제에 있어서 평가 원리에 대한 인식과 실천 간에 상대적으로 큰 격차를 보였다. 이에 대한 원인은 2차 조사 연구 자료를 바탕으로 심층적으로 분석하여 기술하였다. 결론에서는 본 연구의 초등영어 수업연계 평가에 대한 시사점을 기술하고, 현장 교사 전문성 신장을 위한 지원과 수업연계 평가 실행모형을 개발하고 보급하기 위한 협력 연구에 대한 지원의 필요성도 제기하였다. This small-scale study aims to investigate how primary teachers of English perceive their role as assessors with regard to classroom-based assessment. Thus, it examines the teachers current principles of assessment linked to teaching and their perceived practice. Based on the assessment context of primary English teaching, the principles and the models of assessment linked to teaching are presented. This study also sets out to gain an in-depth understanding of further issues which emerged from the dissonance between the teachers beliefs and their perceived practice of assessment linked to teaching. In order to conduct the research, a close-ended assessment questionnaire was developed to obtain the quantitative data from 55 participants in three different cities; another open-ended questionnaire was also constructed to gain the qualitative data about one week later. The researcher also interviewed 6 voluntary participants. The results of the study reveal that generally teachers hold and exercise their own beliefs regarding assessment linked to teaching. However, they did not put some of their principles into practice; a number of significant factors were found to be responsible for this, these include: unfavorable teachers working condition, dedication to the departmentalized teaching system, the gap of English abilities among the students, and their awareness of certain assessment principles. Some particular areas needing further investigation were identified in the last part of the study.
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사고기능 과업을 활용한 초등영어 수업 모형의 적용과 분석
송은주(Song, EunJoo),심규남(Shim, KyuNam) 한국초등영어교육학회 2021 초등영어교육 Vol.27 No.3
This study aims to put a working model using tasks to develop thinking skills into primary school English classes and to examine how this can be carried out. This study also aims to explore how primary school students perceive what they have done concerning the application of tasks for thinking skills in their English class. To conduct the research, a teaching model of English mediated by tasks for thinking skills was adapted from the previous research (Shim, 2019). Considering the school curriculum, teaching schedule, and the analysis of the textbook activities which the students use, four task types of thinking skills were selected. Also, a meta-cognition questionnaire was developed to obtain the data regarding what and how the participants did while addressing the tasks. While another meta-cognitive dialogue was constructed to gain in-depth qualitative data from 8 students. According to the results of the study, the teaching model operated as expected. Most students completed all the proposed tasks and replied that the tasks were considerably easy and practicable in their English class. They also believed that tasks for thinking skills might have a positive effect on their interest and confidence in their English learning; the tasks led the students to improve their meta-cognitive strategies. Some recommendations are put forward in the last part of the study.
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초등영어 말하기 수행평가 프로파일 차트 개발 및 활용 분석
이여임(Yeoim Lee),심규남(KyuNam Shim) 한국영어평가학회 2022 영어평가 Vol.17 No.2
The purpose of this study aims to develop a profile chart for speaking performance assessment and implement it in primary English classes. Considering some major theories and principles regarding speaking assessment which are performance assessment and learning-oriented assessment, as well as the teaching and assessment context of primary English teaching, a profile chart of speaking performance assessment was developed. To conduct the research, 24 primary school teachers participated and some of them used the chart and then shared their experiences in using the chart in their English classes. Through this process, the profile chart was revised and confirmed. According to the results of the study, the participating teachers were all satisfied with using the speaking assessment profile chart for in-class assessment. Teachers responded that the chart could be used for assessment purposes as expected, that it could be used within the scheduled time frame in the classroom, and that it was relatively easy to record and manage. They also responded that in consideration of the characteristics of the speaking activity for each class period and the number of students who could be assessed at one class period, another customized chart form should be developed. Other issues for further investigation and examination were suggested in the last part of the study.
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AI 펭톡 연계 초등영어 수업과 평가의 설계와 적용에 관한 연구
김민제(MinJe Kim),심규남(KyuNam Shim),민덕기(DeokGi Min) 한국영어평가학회 2023 영어평가 Vol.18 No.2
This study aims to incorporate spaced practice activities into an elementary English teaching model using AI Pengtalk, analyze its learning effects, and visualize learning experience data. For this purpose, a spaced practice using AI Pengtalk was conducted over five lessons with temporal intervals aimed at sixth-grade elementary students. Each lesson consisted of six periods, and during six periods, the spaced practice was conducted three times, with the intervals set at one day, three days, and eight days, progressively widening the temporal gaps from one day to four days for each session. The results show that positive effects were observed across all students regardless of their achievement levels, and it was particularly effective for students with lower achievement levels. It is also shown that data visualization using the AI Pengtalk’s assessment data can be effectively used for instructional guidance, such as determining the need for supplementary pronunciation teaching. Moreover, students positively perceived the learning facilitated by AI Pengtalk and acknowledged the usefulness of spaced practice. However, to obtain meaningful learning and assessment data, it is necessary to create optimized conditions that consider the environmental factors within the classroom to reduce the voice recognition errors of AI Pengtalk.
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