대학교양수업의 동료평가에 대한 인식 : 평가타당성과 정의적 효과를 중심으로

강현숙(Kang Hyeon Sook) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.8

Peer assessment has been mostly used in education, with many important benefits reported in terms of student learning. This paper examines students perception on peer assessment in a university elective course. First, this paper confirms university students positive perception on the implementation of peer assessment and its use as a grading tool. Second, their perception on validity of peer assessment is supported. An ability to evaluate peers is highly positively viewed and influence of the familiarity to peers is negated. Peer assessment is regarded as a more efficient tool than faculty assessment or self assessment. Third, among many affective benefits of peer assessment, those who do best in class activities without much knowledge about the attending course are believed to be favored in peer assessment, although it is denied in this study. Other effects of class participation and sincere attitude are also considered to be achieved through peer assessment process. This paper concludes that peer assessment is positively accepted by college students, and hence confirms its application in a university elective course. 본 연구는 대학의 교양선택수업에서 동료평가, 평가의 타당성, 정의적 효과에 대한 학생들의 인식을 조사하였다. 주요 연구도구는 17개 문항의 설문지이고, 동료평가에 참여한 60명의 학생을 대상으로 학업성취도, 동료평가의 취득점수, 수여점수를 비교해 보고 동료평가에 대한 전반적 인식, 평가의 타당성, 평가의 정의적 효과에 대한 인식을 살펴보았다. 참여자들의 학업성취도는 동료평가의 취득점수와 뚜렷한 양적 상관관계가 있었다. 참여자들은 동료평가에 대해 긍정적으로 인식하고 있으며 동료평가점수의 학점 반영에도 긍정적인 반응을 보였다. 평가자인 자신과 동료의 평가능력에도 높은 긍정적인 반응을 보였고, 친밀도의 영향력은 낮게 보았다. 또한 교수평가나 자기평가보다 동료평가가 더 정확할 것이라는 의견을 가지고 있으며 동료평가로 인한 여러 가지 정의적 효과에도 긍정적인 반응을 보였다. 본 연구에서 참여학생들의 동료평가에 대한 긍정적인 반응은 대학의 교양선택수업에서 동료평가가 적절한 평가의 한 방법으로 적용될 수 있음을 확인시켜준다고 할 수 있다.

한 단락 글쓰기에서의 자기평가, 동료평가, 교수자평가 비교 연구

황혜영,한혜령 한국교양교육학회 2020 교양교육연구 Vol.14 No.1

In the recognition of the necessity of a concrete guide for the complementary use of self, peer, and instructor assessments in writing instruction, this study attempted to quantitatively verify the similarities and differences between the three types of assessment by comparing the ratings on single paragraph writing by writer themselves, peers, and instructors. The three groups of raters scored the writing on a 6-point Likert scale, across 12 evaluation criteria in three domains: content, organization, and language expression. The self, peer, and instructor assessment scores were analyzed in terms of score average and correlation. The results revealed that the average scores of self assessment was higher than those of peer assessment and instructor assessment in all comparisons in writing as a whole, three assessment domains and as 12 assessment items. In terms of correlation among the scores of self, peer, and instructor assessments, the three rater groups' average scores on the students' paragraphs were found to correlate with one another, which indicates that in general, the writings that received relatively high scores from the instructors also received high scores from the students. In terms of assessment domains, instructor assessment was correlated with both self assessment and peer assessment in all three domains, whereas self and peer assessments were correlated with each other only in the domain of language expression. In the analysis of the assessment by item, instructor assessments were found to correlate with peer assessments in more items than with self assessment, which suggests that peers are more similar to instructors in their scoring pattern than writer themselves are. Second, there were a few items where significant correlations were found among all three groups' assessments. These items mostly concerned assessing concrete aspects of writing such as orthography and the clarity of sentence meaning. Third, there were items where no correlation was found between any of the three groups' assessments. The items lacking correlations were those concerning the appropriateness at the discourse level. The similarities and differences in terms of the correlations (and lack thereof) of the present study are expected to provide a guideline as to which aspects of instructor assessment could be replaced by student assessment. For example, items where all three assessor groups show high correlation with one another could be rated by writer themselves or their peers. Instead, instructors could focus their feedback more on high level aspects of writing such as discourse appropriateness, while also providing instructional support to enhance the ability to assess these aspects. 본 연구에서 우리는 글쓰기 교육에서 자기평가, 동료평가, 교수자평가의 상호보완적 활용을 위한 구체적인 방안이나 가이드의 필요성 인식에서 사고와 표현 수업에서 한 단락 글쓰기로 시행한 자기평가, 동료평가, 교수자평가 세 평가 간의 유사성 및 차이점을 정량적으로 검증하고자 하였다. 우리는 본 수업에서 100명의 학생이 쓴 한 단락 글쓰기를 내용, 구성, 표현 영역의 총 12항목 글쓰기 평가기준에 따라 글쓴이 자신, 동료 학생, 교수자가 평가한 점수를 분석하였으며 각 점수를 평균 및 상관관계의 측면에서 비교한 결과 아래와 같은 결과를 얻을 수 있었다. 평가주체별 평점의 평균 비교분석에 따르면, 글 전체에 대한 평가의 평균, 영역별 평균, 항목별 평균 전반에 걸쳐 자기평가가 동료 및 교수자의 평가에 비해 다소 높은 것으로 나타났다. 글 평점 평균에 있어서 동료는 글쓴이 자신보다 낮은 점수를 주었으며, 영역별 비교에 있어서는 내용영역에서는 동료가, 구성영역과 표현영역에서는 교수자가 각각 자기평가에 비해 점수를 낮게 준 것으로 나타났다. 항목별로 볼 때는 주로 어휘와 문장 수준에서의 표현력이나 맞춤법 등 표현영역에 속한 항목들에서 교수자평가가 자기평가에 비해 유의미하게 낮은 것으로 분석되었다. 한편 동료-교수자 간에는 유의미한 차이가 발견되지 않았다. 한편, 상관관계 분석의 측면에서 보자면 우선 글 평균에서 자기평가-동료평가-교수자평가 간 강한 상관관계를 보였다. 이는 글 전체의 평균에 있어 교수자에게 상대적으로 높은 평가를 받는 글이 학생들에게도 높은 평가를 받는다는 것을 의미한다. 그러나 영역별로 보면 교수자 평가는 전 영역에서 자기평가 및 동료평가와 상관관계를 나타낸 반면 자기평가-동료평가 간에는 내용과 구성 영역에서 상관관계가 보이지 않았다. 세부항목별 상관관계를 보면, 우선 교수자 평가는 자기평가보다 동료평가와 더 많은 항목에 걸쳐 상관관계를 보인 것으로 드러났는데, 이는 자기평가보다 동료평가와 교수자 평가 간 상관관계가 자기평가와의 상관관계보다 높음을 보여준다. 둘째, 자기-동료-교수자 상호 간 모두 유의미한 상관관계를 보인 항목들이 일부 항목들이 있었는데, 이들은 문장의미의 명확성이나 맞춤법 같은 글의 표면적이고 구체적 성격에 대한 평가 항목이었다. 셋째, 일부 항목에서는 교수자평가와 학생의 평가(동료평가, 자기평가) 간 상관관계가 발견되지 않았는데, 이 항목들은 담화 수준에서의 단어 및 문체 적절성에 관한 것들이었다. 이와 같은 평가 유사성 및 차이점은 향후 글쓰기 수업에서 교수자평가를 학생의 평가로 대체해도 무방한 평가 항목을 선정하는 데 도움이 될 것으로 기대한다. 자기-동료-교수자 3자 간 모두 평가일치도가 높은 것으로 나타난 평가항목에 있어서는 글을 쓴 학생 자신이나 동료 학생으로 하여금 피드백을 직접 할 수 있도록 유도해줄 수 있을 것이다. 한편 다차원적인 고도의 인지능력을 요하는 담화 차원의 적절성과 관련된 측면의 평가에 있어서는 교수자가 보다 집중적으로 피드백을 해주되, 동시에 학생들에게도 관련 역량을 강화할 수 있는 체계적인 교수법적을 모색할 필요가 있다.

초등과학영재학생의 과학창의성에 대한 자기 평가, 동료 평가의 비교 분석

김민주,임채성 한국초등과학교육학회 2019 초등과학교육 Vol.38 No.4

This study aims to compare self- and peer-assessments of science-gifted elementary students’ scientific creativity. A science-gifted program on the Pascal’s principle was implemented to 40 fifth-graders in the Science- Gifted Education Center for two weeks. After that, students presented their results from a scientific creativity task using the principle in class. The task was to devise a new and useful tool using the principle, and it included the students’ self-assessment about their idea. During presentation, students were asked to assess the works of peers and write down the reasons that they gave the scores they gave. Shortly, student self- and peer-assessments about students’ scientific creativity outcomes were compared. Based on two essential components of creativity, ideas that satisfy both originality and usefulness can be counted as scientifically creative. The main results of this study are as follows: First, the average scores of student self- and peer-assessments were 71.5 and 61.9. Second, the standard deviations of student self- and peer-assessments were 14.47 and 5.79. Third, among scientific creativity, originality, usefulness scores, only originality had a significant correlation between student self- and peer-assessment (r=.42). Fourth, the students were categorized into four groups according to the levels of their scores by student self- and peer-assessment. And the frequencies of peer-assessment group had a significant difference at p<0.05 level, according to self-assessment group (Chi Square=4.0000, df=1, p=0.0455). Fifth, through a case study by group, the results suggesting that self-assessment could be affected by the students’ self-efficacy and perfectionism and such effect could also influence peer-assessment have been found. The result showed that how the student self- and peer-assessment of scientific creativity are different and what the students’ thoughts on the evaluation of scientific creativity are. The findings suggested that there are several things to consider for the educators to make efforts to construct consistent assessment methods for scientific creativity.

학습자 중심 소그룹 활동의 평가방법 : 의과대학 소그룹 학습 자기평가와 동료평가의 적용 가능성 탐색

권소희(Kwon So Hee),김영전(Kim Young Jon) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.21

소그룹 활동에서 집단 내 학습자의 참여 정도와 내용은 그룹 학습의 성공요인이다. 그러나 교수자가 그룹 내 개별 학습자의 참여 과정을 일일이 평가하기에는 물리적 한계가 있다. 본 연구는 소그룹 활동의 참여를 평가하는 방법으로 학습자 자기평가와 그룹 내 학습자 동료평가의 활용 가능성을 탐색하고자 하였다. 일개 의과대학 3학년 83명이 본 연구에 참여하였고, 학습자들은 8-9명으로 구성된 10개의 학습 소그룹을 구성하여, 총 24시간(6시간/1일, 총 4일) 동안 다양한 소그룹 활동을 수행하였다. 참여자들은 모든 활동이 끝난 후 그룹 내 활동에 대한 준비, 기여, 협력에 관한 10개의 문항에 대해 자기평가와 동료평가를 시행하였다. 두 평가 결과의 차이와 관련성을 확인하기 위해 대응표본 T-test, 관대화와 중심화 경향 분석, Pearson 상관분석을 시행하였다. 두 평가의 일치도는 급내 상관계수(ICC, intraclass correlation coefficient)와 95% 신뢰도 구간을 분석하였다. 분석결과 자기평가와 동료평가의 평가 주체에 따른 결과의 차이는 확인되지 않았다(p>.05). 관대화 경향은 자기평가(-.93)가 동료평가(-.52) 보다 크게 나타났다. 중심화 경향은 자기평가(.460)에서 확인되었다. 자기평가와 동료평가는 유의한 상관관계가 확인되었고(r=.73, p<.05). 문항별 신뢰도 계수는 0.40-0.60에 분포한다. 소그룹 활동 참여의 평가방법으로 자기평가와 그룹 내 동료평가가 대안이 될 수 있다. 그러나 과도한 중심화와 관대화 경향을 방지하기 위해서 구체적인 사실관계를 파악할 수 있는 평가 루브릭 개발과 이를 적용한 평가 방법에 대한 사전 교육이 강화될 필요가 있다. In small group activities, the degree and content of learners participation in a group is a success factor of group learning. However, it is not easy for an instructor to closely assess the each activities of every learners in the group. The purpose of this study was to explore the possibility of using learner s self-assessment and peer-assessment in the group. The subjects are 83 third grade students in a medical school. Learners organized 10 learning subgroups of 8-9 students and performed a variety of small group activities for a total of 24 hours (6 hours/1 day). Participants conducted self-assessment and peer assessments on 10 items of preparation, contribution, and co-operation after all activities were completed.Paired T-test, lenience/central tendency, and Pearson correlation analysis were performed to analyze the difference and relevance of self-assessment and peer assessments. Concordance between the two assessments was analyzed by intraclass correlation coefficient (ICC) and 95% confidence interval. No difference was found between the evaluation subjects, self-assessment and peer assessment(p>.05). In the tendency of leniency, self-assessment (-.93) was higher than peer-assessment(-.52). Centralization tendency was identified in self-assessment(.460). Self-assessment and peer-assessment showed a significant correlation(r=.73, p<.05), the confidence coefficient for each item is 0.40-0.60. Learner self-assessment and student peer assessment can be an alternative to evaluation of small group activity participation. However, in order to prevent leniency or centralization tendency in assessment, it is necessary to develop more detailed rubric items and preliminary guideline for student evaluators.

팀기반 학습에서 동료평가 사전 인식교육이 평가의 신뢰도, 팀활동의 만족도, 동료평가에 대한 인식에 미치는 영향

김민정(Kim, Minjeong) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.20

본 연구의 목적은 팀기반 학습에서 동료평가 인식교육이 평가의 신뢰도, 팀활동의 만족도, 동료평가에 대한 인식에 미치는 영향을 탐색하는 것이다. 이를 위하여 준실험 설계를 적용하여 같은 조건의 두 반을 무선 배정하여 실험집단과 통제집단으로 나눈 후, 연구를 실시하였다. 본 연구에서 팀과제 활동의 과정에 대한 평가(기여도 평가)를 동료평가로 실시하였는데, 이 과정에서 실험집단의 학습자들은 사전에 동료 평가 인식교육을 받았고 통제집단 학습자들은 사전 인식교육이 없었다. 3주 동안의 팀과제 수행이 끝난 후, 동료평가를 실시하고 동료평가의 신뢰도, 팀활동 만족도, 동료평가의 인식에 대한 집단 간 비교를 실시하였다. 총 52명의 학생들이 실험에 참여 하였는데(실험집단 28, 통제집단24), 사전 인식교육을 받은 실험집단 학습자들은 통제집단 학습자들에 비해 동료평가의 신뢰도 측면에서 높았고, 팀활동 만족도 중에서는 평가의 공정성 항목이 통제집단에 비해 유의미하게 높았다. 사전 인식교육을 받은 실험집단 학습자들은 동료평가에 대한 인식에서도 통제집단 학습자들에 비해 더 정확하고 유용하다고 인식한 것으로 드러났다. 이러한 결과는 동료평가의 원래 목적과 팀학습에서의 필요성 등을 충분히 인식한 학습자가 동료평가를 더 공정하게 하고 유용하게 인식함을 보여주는 결과이므로 동료평가에 대한 정확한 사전인식 교육의 중요성을 시사한다. This study investigated the effects of awareness training of peer assessment on the reliability of peer assessment, team activity satisfaction, and perception on peer assessment in team-based learning. Two intact groups(52 students) are were randomly assigned to two conditions (experiment group with awareness training vs. control group without training). The results indicated that, in the reliability of peer assesment, the learners in experiment group shows much higher reliability of peer assessment. In team activity satisfaction, overall team satisfaction is not significantly different, but in fairness of assessment item the learners in experiment group shows significantly high score than the learners in control group. In perception on peer assessment, the learners in experiment group showed more positive perception toward peer assessment. In specific, they perceived peer assessment is more accurate and more useful than control group learners did. The findings of this study suggest the importance of pre-awareness training when we use peer assessment in team-based learning situation. At the end of this study, further studies to verify the results are recommended.

Implementing Peer Assessment for Optimal Effects: Learners’ Voice

조정순 아시아테플 2021 The Journal of Asia TEFL Vol.18 No.1

The present study attempted to figure out the optimal conditions for peer assessment to be successful from learners’ perspectives. Participants were twenty Korean college students majoring in TEFL, who practiced peer assessment in a content course, completed a pre-, and a post-survey about their perception of peer assessment, and responded to an interview after the semester. Several meaningful themes emerged from their voice in relation to the fundamental elements to be considered in designing and implementing peer assessment. First, working in group to perform the task to be peer-assessed proved to be highly effective in that it could offer much more opportunities to learn from each other first within the group members and then across different groups. Second, face-to-face peer assessment in class was generally preferred over on-line out-of-class, with the immediacy of feedback and other benefits interwoven with it. Third, the more experience of peer assessment in a curriculum and more frequent peer assessing activities in a course was often associated with the learners’ perceived learning achievement. Fourth, the teacher’s intervention could be a necessary condition to make the benefits of peer assessment greater. Implications for teachers and researchers are stated with limitations of the study.

Predicting pre-service teachers’ intention of implementing peer assessment for low-achieving students

임수연,조영환 서울대학교 교육연구소 2016 Asia Pacific Education Review Vol.17 No.1

Despite the benefits of peer assessment, many teachers are not willing to implement it, particularly for low-achieving students. This study used the theory of planned behaviour to predict pre-service teachers’ intention to use peer assessment for low-achieving students. A total of 229 pre-service teachers in Singapore participated in the survey which consists of eight factors about peer assessment in writing: belief of knowledge source, belief of ability, belief of constructivist assessment, attitude, subjective norm, perceived behaviour control, behavioural intention, and intention for low-achieving students. Structural equation modelling was used to test hypothesized relationships of the eight factors. This study found that pre-service teachers’ beliefs about knowledge source and constructivist assessment significantly influenced their attitude towards peer assessment of writing. In addition, the attitude and perceived behaviour control were significant factors in shaping the intention of peer assessment. Lastly, pre-service teachers’ intention of implementing peer assessment for low-achieving students was influenced by both the intention of peer assessment and the belief of ability.

Peer/Teacher-Assessment Using Criteria in the EFL Classroom for Developing Students`L2 Writing

( Mi-young Jung ) 범태평양 응용언어학회 2016 Journal of Pan-Pacific Association of Applied Ling Vol.20 No.1

The aims of this study are to investigate the difference between peer-and teacher-assessment and to identify and explore the components in given criteria that students find easy or difficult when writing essays. One hundred and four essays and a survey were collected from 26 students at a Korean university in Seoul. The essays were analyzed to determine the difference between teacher-and peer-assessment and to evaluate the effects of peer-assessment. The results report that the teacher gave students lower scores in the first essay than students did as peer-assessment. However, the teacher gave students higher scores in the second essay than students did, which helps students have confidence to write English composition. Several students thought that the grammatical accuracy was the most difficult since it is not easy to accurately write their essays as English as foreign language (EFL) learners. Meanwhile, the survey results revealed that more than half the students thought that exchanging peer-assessment (69%) and using criteria (62%) were of much or some help in developing their essays. In this respect, conducting peer-assessment is helpful for students to monitor their work, to evaluate their partner`s work and to develop second/foreign language (L2) writing.

The Reliability of Self- and Peer Assessment and Students’ Perceptions toward Peer and Teacher Assessment

Donghee Shin 한국영어교과교육학회 2017 영어교과교육 Vol.16 No.4

The purpose of this study is to investigate the reliability of self- and peer assessment and students’ perceptions of peer and teacher assessment as students’ perspectives influence their learning. The data for this study were collected from 51 undergraduates taking an English oral presentation class in a university. Results were compared with the scores given by self, peers, and the instructor. The analysis of the data revealed that a greater correlation was found between peer and teacher assessments than between self- and teacher assessments. Thus, the study concluded that peer assessment is relatively more applicable than self-assessment for marking the students’ oral presentations; accordingly, including self-assessment marks into students’ presentation grades should be cautiously examined. In addition, this study examined students’ perceptions of peer and teacher assessment using a survey. The results indicated that students viewed both of them as beneficial and valuable for enhancing their oral presentation skills.

The Reliability of Self- and Peer Assessment and Students’ Perceptions toward Peer and Teacher Assessment

신동희 한국영어교과교육학회 2017 영어교과교육 Vol.16 No.4

The purpose of this study is to investigate the reliability of self- and peer assessment and students’ perceptions of peer and teacher assessment as students’ perspectives influence their learning. The data for this study were collected from 51 undergraduates taking an English oral presentation class in a university. Results were compared with the scores given by self, peers, and the instructor. The analysis of the data revealed that a greater correlation was found between peer and teacher assessments than between self- and teacher assessments. Thus, the study concluded that peer assessment is relatively more applicable than self-assessment for marking the students’ oral presentations; accordingly, including self-assessment marks into students’ presentation grades should be cautiously examined. In addition, this study examined students’ perceptions of peer and teacher assessment using a survey. The results indicated that students viewed both of them as beneficial and valuable for enhancing their oral presentation skills.