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Assessment Policy in Korean EFL Classrooms : An Ethnographic Exploration of Assessment Planning Practices
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.18 No.3 (2021.09)바로가기
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- 페이지
- pp.837-857
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A401056
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5,700원
원문정보
초록
- 영어
- With the emphasis on the teachers’ roles as assessors for accountability purposes, the Ministry of Education (MOE) and City Offices of Education (COE) in Korea have started to mandate regulations on assessment in EFL classrooms. However, little is known about how the policy and mandates are being reflected in local schools. This study explored how Korean EFL teachers interpret macro-level assessment policies and create their own micro-level classroom assessment policies as policy agents. Policy documents and teacher-created assessment planning documents were collected and evaluated through document content analysis. The data were triangulated with ethnographic interviews with four EFL teachers. Based on the qualitative analysis of documents and interview data, it was found that Korean EFL high school teachers included information ranging from assessment methods to sample items in their assessment planning document. Also, there seems to be a convergence among the teachers in following the government mandates, yet with variations in the details of assessment methods. Generally, the teachers found it helpful to create assessment planning documents and teachers’ assessment expertise was considered as an important factor because teachers act as policy agents to critically interpret policies and creatively adopt relevant elements.
목차
Abstract
Introduction and Background
Literature Review
English Education and Assessment Policy in Korean EFL Context
Teachers as Policy Agents in Classroom Assessment
Methods
Setting
Document Collection
Interviews with Classroom Teachers
Data Analysis
Researcher Positionality and Trustworthiness
Findings
Overview of What is Included in the Classroom Assessment Plans
Convergence, But Not Necessarily Concordance
Perceptions of Teachers towards Assessment Planning Documents
Conclusion
Implications
Limitations and Future Directions
The Author
References
Appendix A
저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.18 No.3
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