Earticle

초록

영어

This study examines how different types of rubrics affect pre-service teachers’ assessment expertise in writing assessment. The current study has three research questions: 1) Is there a significant difference in the reliability coefficient between assessment conducted with a task-specific rubric and assessment done with a general rubric? 2) Does peer assessment in which various types of rubrics are used show acceptable psychometric reliability? 3) How do pre-service teachers perceive their rating activities? Sixty-five pre-service teachers participated in this study. Each carried out the rater training program, wrote six types of English essays, rated his or her partner’s essays with the given rubrics, and responded to the questionnaire with items measuring whether subjects were self-confident regarding the accuracy of their ratings and how they perceived their participation in the ratings. The results show that the reliability values were higher when raters used a task-specific rubric than when they employed a general rubric. Facets analysis revealed that peer raters were marked as misfit raters. Finally, survey analysis showed that the difficulty level of essays affected subjects’ perceptions of the accuracy of their ratings.

목차

Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구 방법
1. 연구 참여자
2. 연구 자료
3. 연구절차
4. 분석
Ⅳ. 결과 및 논의
1. 연구질문 1에 대한 결과: 각 척도별 신뢰도
2. 연구질문 2에 대한 결과: FACETS 분석
3. 연구질문 3에 대한 결과: 학습자 인식
Ⅴ. 결론 및 시사점
참고문헌
부록
과업별 척도표
Abstract

키워드

저자

• 이호 [ Ho Lee | 중앙대학교 교수 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820