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영어

This article takes up rating resolution in the scoring of writing outcomes, based on the cognitive and socio-cultural perspectives that is the socio-genetic perspectives. And this paper considers various features of cognitive rating in the writing assessment and tries to reveal the effective information-processing method of scoring. It concludes by suggesting that teachers have to consider the consensual technique for assessing text based on the group cognition. The information-processing in the group rating can be find the effective consensual method and validly extended to scoring process. Therefore it suggests that raters have to consider both personal cognition and group cognition in the process of assessing students’ texts. And teachers consider to use the expert’s strategy and the method to use the information of the writing assessment. The team discussion relates the raters’ scoring strategy, the understanding of the criteria, and the method to process the information related to the writing assessment. Based on these findings, it suggests several new approaches to score and resolve the score discrepancy.

목차

Ⅰ. 서론
 Ⅱ. 쓰기 평가자의 정보 처리 과정
 Ⅲ. 쓰기 채점의 정보 처리 모델
 Ⅳ. 연구 방법
 Ⅴ. 연구 결과
 Ⅵ. 결론
 <참고문헌>
 Abstract

키워드

쓰기 평가 쓰기 채점 인지적 구성주의 사회 · 문화적 구성주의 평가자 인지 그룹 인지 정보 처리 과정 채점자 평가 전문성 모니터링 writing assessment writing scoring information-processing cognition group cognition rater discussion scoring strategy socio-genentic perspectives score discrepancy expert team rater agreement consensus rating

저자

• 오세영 [ Oh, Sae-young | 고려대학교 ]

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