Earticle

초록

영어

The purpose of this study is to explore teachers' perceptions of absolute grading in the English section of Korea's College Scholastic Ability Test (CSAT), focusing on its impact on students, classroom instruction, and private education. To achieve this purpose, a survey was conducted with 48 high school teachers along with semi-structured interviews with five of these teachers to supplement the survey data. The study found that the new grading system was perceived positively in the sense that absolute grading lessened students' burden of learning English. However, teachers responded negatively to its impact on overall students' motivation. Regarding classroom instruction, teachers believed that the switch to absolute grading did not affect the contents or styles of classroom instruction. Teachers thought that the cost of private tutoring was not reduced. Rather, they perceived the introduction of absolute grading as creating a balloon effect in the private tutoring of other subjects such as language arts and mathematics. The study's findings shed some light on the implications of this new policy and its ability to achieve its intended purpose of normalizing public education.

목차

Abstract
1. Introduction
2. Literature Review
2.1 Absolute and Relative Grading in the CSAT
2.2 Previous Studies on Perception of Absolute Grading in the CSAT
3. Methods
3.1 Participants
3.2 Materials
3.3 Procedure
4. Results and Discussion
4.1 Attitude toward Absolute Grading in the CSAT English Section
4.2 Impact on Students' Learning Burden and Competition
4.3 Impact on Students' Learning Motivation
4.4 Impact on Classroom Instruction
4.5 Impact on Private Education
5. Conclusion and Implications
References

저자

• Soomyoung Kim [ Department of English Education, College of Education, Korea University ]

참고문헌