Earticle

초록

영어

The purpose of this study is to find out the effects of self-evaluation, peer-evaluation and teacher-evaluation on students’ English microteaching competence and investigate students’ perception of those evaluations in the process-focused assessment. The participants of the study were 20 students in their senior year. The findings are as follows: the 19 students report that the self-evaluation, peer-evaluation and teacher-evaluation helped to enhance their abilities in English microteaching. The students considered the teacher-evaluation as the most helpful and they chose the teacher-evaluation to get themselves assessed for their English microteaching among those 3 evaluations. The reasons of their choice were that teacher-evaluation is expert and objective assessment. Although self-evaluation and peer evaluation were big helps for the students to improve their English microteaching competence in the process-focused assessment, it was found out that the students rely on teacher-evaluation more than the other evaluations for their study. If right perception of self-evaluation and peer-evaluation as formative assessments were established, process-focused assessment by driven students would be performed on the right track.

목차

Ⅰ. 서론
Ⅱ. 이론적 배경
A. 과정중심평가
B. 선행연구
Ⅲ. 연구방법
A. 연구대상
B. 자료수집 및 분석방법
C. 연구절차와 방법
Ⅳ. 연구결과 및 논의
A. 과정중심평가가 학생들의 수업실연 능력에 미치는 영향
B. 과정중심평가에 대한 학생들의 인식
Ⅴ. 결론 및 제언
참고문헌
부록
Abstract

키워드

저자

• 이승은 [ Seungeun Lee | 광주여자대학교 조교수 ] 제1저자
• 김경훈 [ Kyunghoon Kim | 광주여자대학교 부교수 ] 교신저자

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