Earticle

초록

영어

This study is to apply a process-oriented speaking performance assessment into high school English classes and to verify the impact of the performance assessment on students’ affective domain of English learning and English language proficiency. Based on the 2015-revised national curriculum, process-oriented speaking performance assessments are conducted for six periods of English classes for one hundred second year students in J high school in Chungbuk province. Findings are: process-oriented speaking performance tests cause students to improve their language proficiency and accuracy on segmental and suprasegmental, semantic group clustering via constant feedbacks from teacher and peers, and in turn the feedbacks contributes to students’ enhancement of their speaking performance. They also help improve students’ affective attitudes toward English learning by being more aware of the self-learning processes, more involved and in charge of their own learning and alleviates the psychological burden of work by working together in small groups.

목차

Abstract
1. 서론
2. 연구 배경 및 선행 연구
2.1. 과정 중심 수행평가
2.2. 말하기 수행평가
2.3. 선행 연구
3. 연구 방법
3.1. 연구 대상 및 기간
3.2. 연구 절차
3.3. 연구 설계
3.4. 연구 도구
3.5. 자료 분석 및 처리 방법
4. 결과 분석 및 논의
4.1. 과정 중심 수행평가의 인지적 영향 분석
4.2. 과정 중심 수행평가의 정의적 영향 분석
5. 결론 및 제언
참고문헌

키워드

수행 평가 과정 중심 평가 말하기 시험 고등학교 영어 영어 학습 performance assessment process-oriented evaluation speaking test high school speaking English learning

저자

• 김영희 [ Younghee Kim | 청운대학교/강사 ] 제1저자
• 송미정 [ Mijeong Song | 한국교원대학교/대학원생 ] 공동저자

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