Earticle

초록

영어

Teachers spend a great deal of time and effort with assessment in the classroom, and they see the task as essential in school systems for many reasons. The current study was concerned with underlying assumptions and beliefs when they make their assessment decisions in the college classroom. Three English teachers were interviewed and their cases were analyzed for their assessment practices and underlying reasons for their chosen components and methods. The findings indicated that the biggest factor weighing on teachers’ decisions in classroom assessment is reporting/grading. Despite the fact that teachers had autonomy and latitude to design and implement their own forms of classroom assessment, they placed high priority on managerialist demands before pedagogically-oriented information; teachers wanted their assessments to be objective and impartial. Classroom assessments were also chosen as a tool to effectively promote students’ engagement in study and check their understanding. Surprisingly, teachers cared about producing summative assessments for schools rather than formative assessments for supporting learning. Future research questions are provided in the paper.

목차

I. Introduction
 II. Literature Review
 III. Research Design
  1. Participants
  2. Data Collection
 IV. Findings and Discussion
  1. Reporting/Grading
  2. Promoting Student Engagement in Study
  3. Checking Student Understanding
 V. Conclusion
 Works Cited
 Abstract

키워드

저자

• Pyo, Kyong-hyon [ 표경현 | Dankook University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810