自己評価活動における学習者の意識と評価シートの分析 -教科書を用いる一斉授業の韓国人中級日本語学習者を対象に-

나가시마 노리코,가키우치 료타 한국일어교육학회 2018 일본어교육연구 Vol.0 No.43

The main objective of this paper is to improve self-assessment activities to encourage autonomous learning in intermediate level classroom lesson using textbooks, and this paper carried out a questionnaire survey on the learners’ perception of self-assessment and analyzed Can-do check sheets used in self-assessment activities. The questionnaire survey shows that some learners recognize the self-assessment helps them “to grasp their own ability” and “to grasp the contents of learning and reflection”, while others find the difficulty with self-assessment “to assess themselves objectively”, “to set assessment criteria on their own” and “to describe what they noticed from their learning”. In addition, it was revealed that there are certain factors that reduce the learners’ motivation for self-assessment and learners judge that the self-assessment is useless for their Japanese learning. The factors are the repetition of self-assessment activities for each part of the textbook with the same procedure and no teacher feedback. Furthermore, a classification of learners was attempted associated with the result of the questionnaire survey and descriptive quantity in Can-do check sheets. However, it can be judged that there is no relation between the perception of self-assessment and the descriptive quantity. In addition, from the viewpoint of descriptive contents, it could not be either found any characteristic differences depending on the classification. The result of survey shows that, in order to make the self-assessment activities more effective, it is more important to increase leaners’ interest and concern for self-assessment by making them fully understand the significance and usefulness of self-assessment or motivating them with feedback of teacher rather than teaching how to describe what they noticed from their learning in self-assessment activities. 本稿は、自律学習を促すための自己評価活動を改善することを目的とし、教科書を用いる中級クラスの一斉 授業において、アンケートによる自己評価に関する学習者の意識調査と、自己評価活動で用いた自己評価 チェックシートの記述の分析を行った。 その結果、アンケート調査においては、学習者が「自分の実力が把握できたこと」や「学習内容の把握やふり かえりができたこと」を自己評価の利点として捉えている一方で、「客観的に評価すること」や「自分で考え て評価基準を設定したり、気づきを記述すること」等に対して難しさを感じていることが分かった。また、自 己評価活動が教科書のPart毎に同じ手続きで繰り返されることや教師フィードバックがないことが、学習者の 自己評価に対する動機を低下させ、自己評価は日本語学習の役に立たないと判断する要因となっていることも 明らかになった。 更に、評価シートの記述を記述量や記述の多様さという観点から、アンケート調査の結果と関連付け、学習 者の分類を試みたが、それぞれの分類にある程度の特徴は見られるものの、記述量や記述の多様さと自己評価 に対する認識の間には関連がないと判断できた。 これらのことから、自己評価活動をより効果的に機能させるためには、記述に関する指導以上に、自己評価 の意義や有用性を十分に理解させることや、教師フィードバック等により自己評価に対する動機付けを行っ て興味·関心を高めることがまずは重要であるという結論に至った。

A Study of Enhancing Reliability of Classroom Self-Assessment in University

Kyong-Hyon Pyo 한국외국어교육학회 2015 Foreign languages education Vol.22 No.4

The usefulness of self-assessment for evaluation purposes has been controversial among language testers and teachers, pointing to the long-held psychometric concerns of its low-leveled reliability for assessment. This study aimed at exploring the possibility of enhancing the reliability of self-assessment used in a college English classroom (n=32) by diagnosing a cause of deteriorating the reliability quality of self-assessment and seeking measures to offset the negative factor for future use. In order to achieve the goals of the study, internal consistency reliabilities were obtained before and after an improvement was made in the self-assessment. Students’ feedback on the self-assessment was sought through a focus-group interview. Next, a multiple regression analysis was conducted to see if self-assessment can be a significant predictor in students’ final grades in the course. The independent variables used for this study were final exam, midterm exam, and five self-assessments. The results of the analyses are as follows: 1) from the focus-group interview on the 6th week of semester, a subjectivity problem of self-assessments was found and a new set of items in a quiz format were added for its modified version, 2) Cronbach’s α’s of self-assessments have drastically gone up from its original ones (.514-.546) to modified ones (.614-.850), and 3) four variables were included in the final model predicting students’ final grades: final exam, midterm exam, third and second self-assessments. Based on the findings, a new perspective on reliability issues in self-assessment was proposed.

Effects of Rubric-Referenced Self-Assessment Training on Korean High School Students’ English Writing

김진숙 한국영어교육학회 2019 ENGLISH TEACHING(영어교육) Vol.74 No.3

The present study attempts to provide empirical and qualitative evidence to support the feasibility of rubric-referenced self-assessment to promote learning in a Korean high school EFL context. Over four rubric-referenced self-assessment lessons, with the help of a teacher’s instructions, students wrote a first draft and assessed it using a scoring rubric. Drawing on this self-assessment, they wrote a second draft, also followed by a self-assessment as well as a self-assessment diary. As quantitative data, the scores of the first draft of the first class were compared with those of the second draft of the fourth class. Survey questionnaires, interviews, self-assessment diaries, and essay self-assessments served as qualitative data. The findings are, first, rubric-referenced self-assessment showed positive effects on students’ writing quality. Second, students came to perceive the effectiveness of rubric-referenced self-assessment. Lastly, rubric-referenced self-assessment positively influenced students’ learning strategies and attitudes. These results imply that rubric-referenced self-assessment promotes learning in a Korean high school EFL context, leading students to become self-regulated learners that take responsibility for their own learning.

글쓰기 지도를 위한 초등학생 자기평가의 타당성 및 효과성

조인록 ( In Rok Cho ),선광식 ( Kwang Sik Sun ),지은림 ( Eun Lim Chi ) 한국초등교육학회 2009 초등교육연구 Vol.22 No.2

This paper aims to explore the validity and effectiveness of self-assessment for writing which is done by elementary school students. For this study, 4th grade students were selected for self-assessment group and non-self-assessment group and 8 writing tasks were assigned to them. First, the validity of elementary school students` assessment was examined by the correlation(r) analysis between students` scores and teachers` scores. The result showed that students` self-assessment and teachers` had generally significant correlations. This means that elementary school students` self-assessment can be considered as valid for writing classes. Second, the comparison between self-assessment group and non-self-assessment group revealed that self-assessment made positive effects on improving writing skills but not on students` interest and self-confidence. Meanwhile, the relationships among writing ability, interest, self-confidence, and the amount of reading were examined to understand the aspects of the variables for writing education. It was found that writing ability had a positive correlation only with interest, while interest and self-confidence were positively correlated with the amount of reading. These results suggest that students` self-assessment can be used to improve writing skill in elementary schools, although more research is required to explore the effect of self-assessment on affective characteristics. Also, it is recommended that students` interest in writing should be considered as important for improving their writing skills.

초등과학영재학생의 과학창의성에 대한 자기 평가, 교사 평가, 객관적 평가의 비교 분석

김민주 ( Kim Min-ju ),임채성 ( Lim Chae-seong ) 한국초등과학교육학회 2018 초등과학교육 Vol.37 No.4

This study aims to compare student self-, teacher-, and objective assessments of elementary science-gifted students’ scientific creativity. A science-gifted program on the topic of Hydraulic Machine was implemented to 40 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The products of the students’ activities were assessed by three types of ‘Student Self-Assesment’, ‘Teacher- Assesment’, and ‘Objective Assessment using Formula’. Based on two essential components of creativity, the scientific creativity is divided into two parts of originality and usefulness. Ideas that satisfy both components can be counted as scientifically creative. The main results of this study are as follows: First, the scores of each week and the average of the overall four-week scores on scientific creativity were significantly correlated. Student self-assessment (r=.687), teacher-assessment (r=.715), and objective assessment (r=.724) appeared consistently over instructional periods. Second, the average scores of student self-, objective, and teacher-assessments were 73.15, 35.72, and 26.60, respectively. The result of student self-assessment on scientific creativity tended to be higher than those of formula and teacher. Third, among the three types of assessment on scientific creativity, a strong correlation appeared between teacher- and objective assessment (r=.974), but neither between student self- and objective (r=.161) nor between student self- and teacher- (r=.213). Fourth, the scores on originality component had a positive correlation between teacher- and objective assessment (r=.713). The scores of student self- and teacher-assessments had a significant correlation too (r=.315), but not between student self-and objective assessment (r=.279). Fifth, the scores on usefulness component did not have a significant correlation between student self- and teacher-assessment (r=.155). Sixth, there was no significant difference on scientific creativity between student self- and objective assessment [χ²(1, n=40)=1.667, p<.197]. Not between student self- and teacher-assessment either [χ²(1, n=40)=1.616, p<.204]. On the contrary, there was a significant difference between teacher- and objective assessment [χ²(1, n=40)=32.593, p<.000]. Seventh, the students were categorized into four groups according to the levels of their scores by student self- and teacher-assessment. The result showed that factors influencing student self-assessment are inherent in the personality traits of gifted individuals, such as self-esteem and perfectionism. The findings suggested that there are challenges for the educators to make efforts to construct consistent assessment methods for scientific creativity.

공군사관생도의 자기평가에서 나타나는 자기착각

강지훈 ( Kang Ji-hun ),김현주 ( Kim Hyeon-ju ) 한국체육대학교 체육과학연구소 2020 스포츠사이언스 Vol.38 No.1

The present study investigated the self-illusion of objective assessment through the operationally defined self-assessment and self-scale of the cadets of the Korea Air Force Academy (KAFA) to determine self-illusion observed in the physical self-concept. Data were collected from 38 cadets using a questionnaire on physical self-concept, which was revised based on previous studies of self-assessment, self-illusion, and physical self-concept, and statistical analysis was performed for descriptive statistics, and paired t-test using SPSS 21.0 and Excel 2013 to investigate differences in perception. The results were as follows: First, five and six points were the most frequent scores, and the self-assessment of the KAFA cadets was found to reflect self-enhancement bias. Second, statistically significant differences were found for physical appearance, physical activity, self-esteem, and overall body in self-assessment and objective assessment, but differences in sport competence, body fat, health, flexibility, endurance, and muscle strength were statistically insignificant. Third, the self-assessment results of KAFA cadets based on physical self-concept generally reflected self-enhancement bias, but they reflected self-abasement bias in sport competence. We expect that the present study will provide an opportunity to understand the flow of self-illusion of assessment indices related to physical education in the education of the cadets of the KAFA, which is oriented to the whole person, and interest in attribution based on assessment in the future.

Going Beyond L2 Learning-The Effects of Self-Assessment on Student Metacognition, Self-Regulated Learning and Self-Reflection

김경란 한국교양교육학회 2023 교양교육연구 Vol.17 No.3

This study aimed to examine the benefits of self-assessment in second language (L2) learning, specifically focusing on metacognition, self-regulated learning, and self-reflection. Sixteen university students from D. University voluntarily participated in the study after completing an online English (L2) presentation course in either 2020 or 2021. The participants' proficiency levels varied from beginner to intermediate. By conducting in-depth interviews and employing thematic analysis to explore participants' perspectives and experiences, the study uncovered a profound recognition of the significance of self-assessment in relation to metacognitive abilities and personal growth. The findings underscored the transformative impact of self-assessment on L2 presentation skills and metacognition. Assisted by a specifically designed rubric, these effects encompassed a comprehensive understanding of preparation requirements, identification and improvement of strengths and weaknesses, and heightened engagement and progress in the learning process. Additionally, students highlighted the positive influence of self-assessment on self-regulated learning. They explained that self-assessment served as a motivator for diligent preparation, the timely completion of tasks, improved time management, and persistent efforts to enhance their performance. Moreover, students demonstrated a proactive mindset by taking ownership of their learning, setting goals, monitoring their progress, and adjusting their strategies accordingly. Lastly, students expressed a keen recognition of the significance of self-assessment, acknowledging its unique potential for objective self-reflection. They recognized that this benefit of self-assessment, followed by teacher feedback, could reach beyond the scope of their presentations and influence various aspects of future disciplines and contexts that would be essential for life-long learning. These benefits suggest that combining self-assessment with detailed rubrics and precise teacher feedback enhances its value, thus fostering dynamic, learner-centered L2 education.

Self-Assessment in a Korean Online University EFL Writing Classroom

박수정 중앙대학교 외국학연구소 2014 외국학연구 Vol.- No.29

Self-assessment has long been mentioned as one of the means of evaluating second language (L2) learners' performance. The argument in favor of self- assessment includes its educational benefits, such as learners' active involvement in their L2 learning process and their becoming autonomous language learners. However, most of the previous L2 research has mainly focused on how valid self-assessment results can be among the possible factors affecting learners' self-assessment accuracy. Thus, this study explored the pedagogical value of self-assessment along with learners' perception of its use in an L2 composition classroom at a Korean online university. Nineteen students who were provided with self-assessment checklists wrote 38 before and after self-assessment argumentative essays. Their essays were analyzed in terms of content, organization, and a genre-specific criterion, or the inclusion of counterargument and refutation. The results indicated that content was the least problematic (or the easiest) to satisfy, irrespective of self-assessment. The genre-specific criterion improved the most after self-assessment, while organization was the most difficult criterion to satisfy. These findings will be further discussed with different proficiency groups along with their perception of the use of self-assessment in the language classroom. Finally, some pedagogical implications and the limitations of the study will be discussed.

한국어 교사의 쓰기 평가 효능감과 평가 특성 연구

이인혜 이중언어학회 2014 이중언어학 Vol.56 No.-

In this study, we analyzed writing assessment self-efficacy of Korean language teachers and their evaluation characteristics. Our purpose was to collect information about raters and to gain a basic understanding of Korean writing assessment and training for raters. To do this, we split 39 Korean language teachers into three groups based on experience and asked them to complete a Korean writing assessment self-efficacy examination and to actually evaluate a composition. The results were then analyzed using FACETS, a statistics program which uses the “Many-facet Rasch Model” There was a noticeable difference between the group of teachers with less than two years of experience (A) and the two groups of teachers with more than two years of experience (B, C). There was a larger difference in “general writing assessment self-efficacy” than “practical writing assessment self-efficacy.” The three groups showed differences as to their strictness in using evaluation criteria. This creates a connection between writing assessment ability and writing assessment self-efficacy. The three groups also showed differences in suitable consistency. Teachers with more experience showed more suitable consistency. The group of teachers with less than two years of experience (A) showed over-fitted and mis-fitted consistency, causing a statistical difference in “general writing assessment self-efficacy.” Because writing assessment self-efficacy and assessment ability affect one another, there needs to be more training for Korean language teachers based on this type of writing assessment self-efficacy and evaluation characteristics.

예비유아교사의 포트폴리오 자기분석을 통한 자기주도학습전략에 대한 사례 연구

강은주 한국어린이미디어학회 2019 어린이미디어연구 Vol.18 No.4

The current study is a case study of 3 pre-service teachers’ self analyses of their own portfolios as life-time education tool for mid-term and final assessment in early childhood art education class held in fall of 2016 at a private university in Seoul, Korea. Participants self-analyzed their portfolios according to the self-regulated learning criteria devised by Zimmerman & Campillo(2003). Their self-analysis data showed that they have built self-regulated growth, development, constructing and reconstructing new knowledges using all different types of self-regulated strategies from forethought, implement, through self-reflection phases in a continuous on going circular process. Their self-regulated learning pattern is similar to that of Zimmerman and Campillor(2003). The participants, however, used more diverse and concrete self-regulated learning strategies in number and frequency. They were all driven and used by learners’ own purposes not by instructor since they built their own personal goals for their learning and assessment. Findings imply that learning and assessment for teachers-in pre-service at 4-year-colleges should provide learner centered self-regulated learning and assessment by using learner-centered self-regulated learning tool like portfolio assessment in the context of life-time education. Further research are needed in the process of learning assessment in diverse course works in different types of self regulated learning and assessment with reliability and validity. 본 연구는 서울의 한 4년제 대학교 예비유아교사들이 평생학습 도구인 포트폴리오 학습평가를 경험한 후 포트폴리오를 자기분석한 사례연구이다. 자기분석에는 본 연구자의 유아미술교육을 수강한 2학년 재학생 40명 중에서 3명이 자발적으로 참여하여 학습평가의 목적으로 제출한 자신의 포트폴리오 학습평가자료를 Zimmerman과 Campillo(2003)의 자기주도학습 3단계 분석기준에 따라 자기분석하였다. 참여자들은 자기주도학습 예상단계에서 자발적인 학습목표설정, 과제전략, 대처능력, 자기효능감 등의 자기주도학습 전략을, 실행단계에서는 자기조절, 자기관찰, 초인지 전략, 도움요청 등의 전략을, 성찰단계에서는 자기평가, 인과관계의 자기판단, 자기만족, 적응적 대응 등의 자기반성적 전략들을 빈번히 지속적이고 순환적으로 사용하였다. 참여자들의 자기주도적 학습 전략에 대한 구체적 예시와 자기분석 결과는 평생학습시대에 필요한 자기주도학습 역량을 키우는 도구로서의 포트폴리오 학습평가가 교사양성과정에서 활용되어야 할 유용성, 타당성, 적합성을 잘 시사하는 구체적 예시를 잘 보여주고 있다.