Earticle

This study explored the learning-oriented nature of the student-generated reading comprehension test development, a classroom-based reading assessment task implemented in Korean secondary EFL reading classes, based on Carless’ (2007) framework for learning-oriented assessment (LOA). To this end, six eleventh-grade students, who constituted two groups of three, participated in the study and developed three reading comprehension tests based on the reading texts covered in class. Their test development processes, the actual test items that they developed, and their post-interviews were qualitatively analyzed based on the three key components of LOA in Carless’ (2007) framework: assessment tasks as learning tasks, student involvement in assessment, and feedback as feedforward. In relation to the first component of LOA, the students developed and used reading strategies aligned with the instructional objectives of the course. They also participated in the test development as selfand peer-evaluators of their reading comprehension. The last component, feedback as feedforward, was primarily provided by peers and led to their increased agency and control over reading comprehension. These findings suggest that the student-generated reading comprehension test development was learning-oriented and supported student learning and development in their reading comprehension skills.

Previous research on instructor feedback in second language (L2) writing has been limited to the area of grammar. However, it is also important to understand the role of feedback in developing content, considering that integrated reading-to-write tasks, which emphasize one’s ability to discuss select topics, are gaining popularity in L2 writing. Using the Learning-Oriented Language Assessment framework, this study examined the effectiveness of instructor feedback in the content domain in reading-to-write tasks. It also compared instructor feedback with students’ self-assessment of their own writings. Participants were 11 TESOL master’s students and their professor in South Korea. During one semester, learners produced eight writings (initial draft and revision on four reading-to-write tasks). For each task, students read an academic research paper of their choice and wrote a one-page review of it. Learners also completed a self-assessment and received instructor feedback in the content domain of their writings. Quantitative and qualitative findings indicate that learners generally improved in the content domain. This could be attributed to repeated self-assessment, combined with instructor feedback, which promoted learners’ metacognitive reflection of their writing process and product. The results provide pedagogical implications for using integrated reading-to-write tasks and sustained feedback in L2 academic writing.

This study attempts to verify the efficacy of a learning-oriented diagnostic assessment (LODA) system, which provides individualized feedback based on automated process-oriented error analysis for teaching communicative English grammar to tertiary level EFL learners. The LODA program is designed to provide three types of corrective feedback presented in a process-oriented manner: elicitation, metalinguistic feedback, and explicit correction. This study compares the control group of 28 and the experimental group of 21, who participated in the LODA program that was administered for five weeks to college students enrolled in an EFL grammar course. It was found that the LODA program strongly facilitated the acquisition of communicative English grammar through the two types of process-oriented corrective feedback, the elicitation exerting more positive effects than the metalinguistic feedback. A comparative analysis of the frequency and percentage of linguistic and cognitive errors revealed that sentential structures and omission errors had the slowest rate of uptake. The results suggest that the computerized LODA system has great potential for providing EFL learners with individualized diagnostic feedback. Finally, the survey results suggest that most of the respondents thought favorably of the LODA system equipped with individualized diagnostic feedback.

The purpose of this study is to explore the types of scaffolding that AI chatbots can provide through systematic feedback based on learners' individual utterances during elementary English learning-oriented assessment. For the study, the researcher designed an English speaking task and implemented an learning-oriented speaking assessment using an AI chatbot for 25 learners in the 6th grade. Subsequently, individual interviews were conducted to analyze the learners' responses to the scaffolding. By analyzing learner responses and transcripts of conversations between learners and chatbots, the researcher categorized the types of scaffolding that AI chatbots can provide during the learning-oriented assessment. As a result, first, the scaffolding can be categorized into three areas: linguistic, cognitive, and affective. Linguistically, the chatbots provided scaffolding for conveying meaning, language forms, and pronunciation aspects. In the cognitive aspect, the scaffolding assisted learners in their thinking processes, while in the affective aspect, it helped regulate frustration. Second, through scaffolding using various strategies, learners demonstrated the ability to self-correct erroneous utterances and gradually complete sentences on their own. In addition, cognitive scaffolding helped learners solve challenging tasks at their current cognitive level, and affective scaffolding contributed to improving confidence in speaking English. The study offers implications and recommendations based on the findings.

목적: 이 연구는 과정 중심 평가를 AFL(Assessment for learning)관점에서 살펴보고 과정 중심 평가 개념에 대한 이해를 높이기 위해 연구되었다. 방법: 이 연구는 문헌 연구를 통해 과정 중심 평가와 AFL(Assessment for learning)관점을 평가 목적, 평가 대상, 평가 시기로 나누어 살펴보았다. 결과: AFL(Assessment for learning)관점은 학생의 성취 수준 향상을 위해 교사의 교수 방법에 대한 적절한 변화 및 수정을 평가의 목적으로 보고 있으므로 평가의 대상이 교사와 학생 모두가 된다. AFL(Assessment for learning)관점은 또한 평가의 시기를 학습이 일어나는 전 과정이라고 보았다. 과정 중심 평가는 AFL(Assessment for learning)관점에 비해 학생의 성취 수준 파악을 그 목적에 두고 있고, 평가 대상을 학생으로 국한하였으며, 평가 시기를 수업 중으로 한정하고 있음을 확인하였다. 결론: 과정 중심 평가가 의미 있는 평가로 자리매김하기 위해서 AFL(Assessment for learning)관점에서 얻은 시사점을 반영할 필요가 있다.

Purpose: This study was planned to find out about process-oriented assessment from the perspective of AFL(Assessment for learning). And this study was conducted to enhance the understanding of process-oriented assessment. Methods: This study was conducted as a way to explore other studies. This study compared the assessment purpose, assessment target, and assessment period with respect to process-oriented assessment and AFL (Assessment for learning). Results: The AFL(Assessment for learning) argues that teachers must assessment in order to make appropriate changes to their teaching strategy. And this can increase the level of academic achievement of students. Therefore, from this point of view, both students and teachers should be assess. The AFL(Assessment for learning) perspective asserts that assessment is possible in all learning processes. On the other hand, process-oriented assessment is for the purpose of assessment for students, and therefore it is considered that assessment is possible only during class. Conclusion: In order for process-oriented assessment to be a meaningful assessment, the AFL (Assessment for learning) perspective must be readjusted to a concept that reflects more.

본 연구는 평가 패러다임의 변화로 대두되고 있는 과정 중심 평가의 내실화를 위해 교육현장의 학습관리시스템(LMS) 활용에 대한 지원 방향을 탐색하고자 하였다. 이를 위해 과정 중심 평가에서 학습관리시스템을 적극 활용하고 경험한학교의 사례를 발굴하여 면담 조사를 진행하였다. 연구참여자는 P고등학교 교사 6명이었으며 면담은 1차 서면 조사와2차 대면 인터뷰를 통해 진행하였다. 면담 내용을 전사한 후 연구자들의 반복적인 분석과 협의를 통해 중심축을설정하고 범주화하여 연구 결과를 도출하였다. 연구 결과 첫째, 과정 중심 평가는 학습 과정에서 학생의 모니터링과피드백을 적시에 주는 것이 중요하며 이때 학습관리시스템에서의 학습 과정 공유 기능이 중요하게 작용함을 확인했다. 둘째, 과정 중심 평가는 학생의 학습 과정을 누적하고 기록하여 개별 학생의 학습 발달과 성장에 대한 서사를 확인하는것이 중요하다는 점을 확인할 수 있었으며, 이를 위해 학습관리시스템의 데이터 저장 기능을 평가 맥락에 반영하고있음을 확인했다. 셋째, 학습 과정에서 교수자-학습자 간 혹은 교사-교사 간의 개별 학생 중심의 학습 과정은 학습관리시스템에서 공유되면서 상호주관성을 확보한 평가의 타당성을 갖추고 있었다. 이를 바탕으로 과정 중심 평가에서 중요한요소를 확인하였으며 과정 중심 평가를 위한 학습관리시스템의 역할과 기능에 대해 제언하였다. 본 연구는 교육현장에서학습관리시스템의 역할과 기능을 탐색해 봄으로써 과정 중심 평가 운영을 위한 유용성과 효율성을 제고하는 실질적인시사점이 있다.

This study explored how a Learning Management System(LMS) can be leveraged to enhance process-oriented assessment, a concept that represents a significant shift in educational evaluation paradigms. Schools actively implementing LMS for process-oriented assessment were initially identified, and six teachers from P High School subsequently, participated in the study. Data collection included initial written responses followed by face-to-face interviews with the participants. The researchers analyzed the interview transcripts through iterative analysis and discussions to identify central themes and categorize the findings. The key results were as follows: First, process-oriented assessment emphasizes the importance of timely monitoring and feedback to students during learning, highlighting the value of real-time writing and sharing functionalities within the LMS. it highlights the need to accumulate and document students' learning processes to trace individual narratives of development and growth. The study confirmed that data storage features of LMSs are integrated into the assessment context for this purpose. Third, the sharing of individual student-centered learning processes between instructors and learners, or among teachers, within the LMS promoted intersubjectivity, thereby enhancing the validity of the assessment. Based on these findings, the study identified crucial elements in process-oriented assessment and proposed recommendations regarding the roles and functions of LMS for its effective implementation. These insights offer practical implications for enhancing the utility and efficiency of LMS-supported assessment in educational settings.

이 연구의 목적은 국어 수업 과정에서 생산된 학습자의 수행 결과물이 다시 학습과 평가의 준거로 반영되는 과정을 구체화한 ‘학습과 평가의 통합을 지향하는 국어 평가 체제’를 제안하는 것이다. 국어 수업에서 진행되는 학습자의 평가 실태를 파악하기 위하여 국어 교과서에 제시된 평가학습의 내용, 국어과 평가의 실행 과정, 평가 결과의 송환 방식 등을 살펴보았다. 그리고 국어 교육의 본질에 부합하는 평가의 관점으로써 생태학적 평가의 원리를 고찰하고, 이에 타당한 국어 교육 평가가 이루어지기 위한 선행 조건들을 점검한 후 이를 반영하는 국어과 평가 체제를 구안하였다. ‘학습과 평가의 통합을 지향하는 국어 평가 체제’는 획일화된 표준화보다는 교수․학습이 벌어지는 국어 교실의 다양한 상황이 반영될 수 있도록 개방적이면서도 탄력적인 운영이 가능한 방식을 지향하며, 학습자와 학부모 그리고 교사에게 유의미한 평가 결과의 송환을 지원하는 방향으로 발전해 나가야한다.

The purpose of this study is to propose ‘Korean language assessment system oriented integration of learning and assessment’, which is the embodiment produced language learners perform as a criterion of evaluation results reflect on it again in the process of teaching-learning. First, to understand the reality of Language Arts assessment presented in textbooks, assessment and evaluation process of learning content, methods of evaluation results feedback were discussed repatriation. And the essence of Korean language education to meet the terms of evaluation by looking at the principles of ecological assessment, language training relevant to this oligopoly is made a prerequisite for evaluation after checking out this was designed a system that reflects the Korean Language assessment. ‘Korean language assessment system oriented integration of learning and assessment’ should be developed to reflect open and flexible to operate a variety of classroom situations rather than a uniform standardized teaching and learning.