Earticle

본 연구는 2015 개정 교육과정으로 과정 중심 평가가 대두됨에 따라 교실에서 과 정 중심 평가의 정착 및 운영을 위한 방안을 모색하고자 하였다. 그 방안으로 자기 평가를 통한 과정 중심 평가를 제안하였고 이를 적용한 수업이 초등학교 5학년 학 생들의 수학 학업 성취도와 정의적 영역에 미치는 영향을 알아보았다. 연구를 위해 동질성이 검증된 5학년 2개 학급을 선정한 후 실험집단에는 자기 평가를 통한 과 정 중심 평가를, 비교집단에는 교사 주도의 과정 중심 평가를 적용한 수업을 실시 하였다. 그 결과, 자기 평가를 통한 과정 중심 평가를 적용한 수업은 초등학교 5학 년 학생들의 수학 학업 성취도를 유의미하게 향상시켰다. 실험집단의 정의적 영역 은 유의미하게 변화하지는 않았으나 학생들의 소감문과 면담 자료를 분석한 결과 본 수업을 통해 수학에 대한 흥미와 자신감을 더 갖게 되었음을 알 수 있었다.

The purpose of this study is to find ways to establish and operate Process-focused Assessment in the classroom as the 2015 revised curriculum has emerged. As a way of doing so, we proposed a Process-focused Assessment through self-assessment and looked at the impact of the applied classes on the mathematical academic performance and affective domain of fifth-grade elementary school students. After selecting two classes of fifth grade with proven homogeneity for research, the experimental group applied Process-focused Assessment through self-assessment and the teacher-led Process-focused Assessment to the comparative group. As a result, it was confirmed that the classes applying Process-focused Assessment through self-assessment significantly improved the math and academic performance of fifth-grade elementary school students. The affective domain of the experimental group did not change significantly, but the analysis of the students' comments and interview data showed that they had more interest and confidence in mathematics.

Error-correction feedback research has focused mostly on how students perceive their teachers’ feedback but much less has been done to ascertain L2 writing teachers’ perceptions of their own feedback practice. To address this research gap, three research questions were investigated: (1)what the quantity of teacher-written feedback is according to the type of feedback, (2)what the relationship is between students’ perceptions of teacher-written feedback and teacher self-assessment, and (3)what the relationship is between teacher self-assessment and their actual practice. Analyses of the survey data and students’ writing tasks with teacher-written feedback showed that the teacher’s self-assessment and students’ perceptions did not match well and the students perceived receiving more feedback than the teacher perceived giving. The accuracy of the teacher self-assessment was not high indicating that the teacher may not be completely aware of his own feedback practice. More importantly, the teacher provided more local feedback than global issues, which was different from what he perceived himself doing. Finally, the results and possible implications pertaining to ways to improve current error correction practices were discussed.

본 연구는 초등교사의 학생평가전문성을 함양시키기 위한 정보를 제공하는 데 있다. 이를 위하여 우선 초등교사의 학생평가전문성 수준을 파악하고 교직경력별로 그 차이를 파악하였다. 또한 현직교사의 경험이 학생평가전문성에 영향을 주는지를 파악하기 위하여 예비교사와의 차이를 알아보았다. 아울러 교사교육에 필수요소인 대학에서의 관련강의 수강과 현직교사의 평가 관련연수와 업무참여 여부가 초등교사의 학생평가전문성에 영향을 주는지를 분석하였다. 분석결과 초등교사는 예비교사에 비해 현격히 높은 학생평가전문성을 보이고 있었으며 교직경력별로는 5년 미만의 초임교사만 예비교사와 비슷한 수준을 보였고 경력이 있는 교사들의 학생평가전문성이 높았다. 그러나 평가도구 개발전문성은 다른 영역에 비해 낮은 수준을 보이고 있었다. 한편 대학에서의 평가관련 강의는 현직교사의 학생평가전문성에 차이를 주지 않는 것으로 나타났고, 연수와 평가도구제작 참여여부는 차이를 주는 것으로 나타나 평가관련 교사연수를 확대할 필요가 있음을 시사하였다. 이러한 분석결과를 토대로 초등교사의 학생평가전문성 신장을 위한 시사점을 도출하였다.

This study was conducted to provide information needed for development of elementary teachers' student assessment literacy. To do this, it was explored the level of elementary teachers' student assessment literacy and the difference of the assessment literacy by their teaching career. Also the difference of student assessment literacy between pre-service elementary teachers and in-service teachers was analyzed to find out in-service teachers' practice. And it was investigated the effects of assessment class, professional development class, and assessment instrument practice on student assessment literacy. The results shows that in-service teachers reported being highly confident in all areas compared to pre-service teachers. When it comes to comparing the level of assessment literacy by teaching career, the higher in teaching career, the higher in the level of assessment literacy. Within the domain, teachers reported lower levels of confidence in the area of developing assessment methods compared with other areas. Meanwhile taking professional development class and participating item development practice had effect on teachers' assessment literacy, taking assessment class in university didn't have effect on teachers' assessment literacy, The implications of teacher education for development of student assessment literacy were discussed.

Purpose: This study explores how to design a flipped classroom for a predental science course and evaluate its course through student self-assessment in order to provide practical implications for flipped learning in an undergraduate level. Methods: Second- and third-year predental students in the Seoul National University School of Dentistry enrolled in Biodiversity and Global Environment, a 15-week, three-credit course based on a flipped learning model. At the end of the course, the students were asked to rate their self-directed learning, attitude toward social media, discussion skills, learning readiness, and class satisfaction. Out of the 82 predental students, 61 (74.3%) answered the survey. Pearson correlation and multivariate regression analyses were employed to examine the relationship between the self-rated measurements and the performance scores. Results: The majority of the students felt somewhat more prepared than the medium level before the class (mean score of 3.17 out of 5.00), whereas they expressed relatively low preference concerning social media use and attitude (mean score of 2.49). Thus, it was found that learning readiness was significantly associated with both discussion skills and class satisfaction. In particular, multivariate regression analysis confirmed that learning readiness had a significant influence on learning outcomes. Conclusion: This study offered insights into how to design a flipped learning course in terms of predental students’ preference and their learning readiness. Although learning success in a flipped classroom depends on the students’ self-perceived level of preparedness, much still remains to be achieved in order to apply social media benefits in a flipped learning context.

Purpose: This study was designed to allow a student at School of Medicine, Kyungpook National University (KNUSOM) to self-assess how well they had achieved competency and to analyze the differences and trends of the scores by year. Furthermore, students are asked to evaluate the need for curriculum improvement by competency, the tendency of the score is analyzed by year, and the results are reflected in the improvement of the curriculum. Methods: We conducted a questionnaire survey for fourth-year students of KNUSOM who took medical education classes from 2015 to 2018. Questionnaire items were evaluated on the basis of their current achievement of 30 subordinate competencies of competency and the degree of necessity with respect to revising the curriculum. One-way analysis of variance was performed for the yearly difference analysis. Results: The students’ scores on the graduation competency were 2.03 to 4.06. In the yearly difference analysis, there was no significant difference in the average of 30 total competencies, but 16 of the sub-competencies showed significant year-to-year differences. The scores for the 30 graduation competencies were different for each year, but the competencies showing high scores and low scores were found to be similar each year. Conclusion: We found that the achievement level of the students was approximately 60% to 70%. We were able to confirm the contents of the education that the students continuously demand. The curriculum trend graphs for each year showed that the students‘ scores improved when the curriculum was being revised. We found that it is necessary to accept the students’ self-evaluation reliable as the students indicated that the contents of the curriculum should be added to the areas where the contents were lacking in the present curriculum.

Despite the need for more valid and reliable measures of teacher assessment competencies, few studies have explored these competencies in student assessment. This study aims to empirically investigate the assessment competencies of Korean teachers by utilizing portfolio assessments rated by an expert group, comparing them with the results of teachers’ self-assessments based on self-reported questionnaires. For the analysis, teacher portfolios on student assessment, reflecting teachers’ authentic assessment activities, were collected from 39 secondary school teachers over one semester. The analysis revealed that self-assessment results for all five sub-constructs of teacher competency in student assessment were higher than the results from portfolio assessments, indicating that teachers perceived their own assessment competencies more positively. Additionally, the evaluation using teacher portfolios for student assessment is shown to be advantageous in providing opportunities to understand various assessment theories, sharing assessment methods among teachers, and reflecting on teachers’ overall student assessment activities. Based on these findings, this study explores the applicability of teacher portfolios, focusing on student assessment, for fostering teachers’ assessment literacy.

목적 본 연구는 비대면 수업 상황에서 의과대학 학생들이 학습참여에 대해 어떻게 평가하고 있고, 희망하는 수업형태와 교수의 역할이 무엇인지 조사하여 효과적인 비대면 수업 설계와 환경 개선을 위한 토대를 제공하고자 한다. 방법 이를 위하여 전국 의과대학생을 대상으로 온라인 설문을 시행하였으며, 의예과 1,2학년과 의학과 1,2학년 1,052명의 응답자료를 분석하였다. 학년, 성별, 대학 소재지역간 차이 검정을 위하여 Three-way ANOVA, One-way ANOVA, t-test, χ2-test 를 시행하였다. 결과 첫째, 비대면 수업 집중도와 비대면 수업 중 다른 일과 병행여부는 학년에 따라 차이가 있었고, 비대면 수업 이해도는 학년, 성별, 지역에 따라 차이가 있었다. 둘째, 학생들은 비대면 수업으로 인한 소속감 부족에 가장 많은 어려움을 겪었으며, 지식전달자로서의 교수역할이 가장 필요하다고 하였다. 셋째 전면 비대면 수업형태 종료 후에는 대면 수업 후 녹화동영상을 제공하는 방식을 가장선호하였다. 결론 본 연구 결과는 전국 모든 의과대학 학생들을 대상으로 하여 비대면 수업에 설계와 개선 시 고려할 점들을 제시하였다는 데의의가 있다.

Objectives This study aims to provide a foundation for designing effective non-face-to-face classes and improv ing the environment by investigating how medical school students evaluate their learning participation in non-face-to-face class situations, their desired class type, and the role of professors. Methods For this purpose, an online survey was conducted targeting medical students nationwide, and response data from 1,052 first and second year pre-medical students and first and second year medical students were analyzed. Three-way ANOVA, One-way ANOVA, t-test, and χ2-test were performed to test differences between grades, gender, and university location. Results First, concentration in non-face-to-face classes and whether non-face-to-face classes were combined with other work differed depending on the grade, and understanding of non-face-to-face classes differed de pending on grade, gender, and region. Second, students experienced the most difficulties due to lack of sense of belonging due to non-face-to-face classes, and said that the professor's role as a knowledge transmitter was most necessary. Third, after the end of the full non-face-to-face class format, the method of providing recorded videos after face-to-face classes was most preferred. Conclusions The results of this study are significant in that they suggest points to consider when designing and improving non-face-to-face classes for students at all medical schools across the country.

대학의 컴퓨터 OA 관련 강의에서는 주로 고급 워드프로세싱 문서, 프레젠테이션, 스프레드시트 문서 작성을 다루고 있다. 또한 대학에서 사용하는 대부분의 강의 평가에서는 학생들의 만족도와 학생들의 OA 사용 능력 평가를 수강 학생들의 주관적인 판단에 의해서 평가하고 있다. 본 논문에서는 대학에서의 OA 관련 강의를 수강 전과 후에 대학생들 스스로 자가 진단할 수 있는 설문을 제시하고자 한다. 또한 제안한 설문을 통해 학생들을 평가한 후 학생들이 학기 중에 취득한 점수와 비교하여 좀 더 객관적으로 학생들의 컴퓨터 OA 사용 정도 및 컴퓨터 사용 능력 배양 정도를 분석하여 강의의 질을 유지하며 학생들의 특성에 맞는 강의를 유도하고자 한다.

Computer-related OA lectures at the university mainly deal with the creation of word processing documents and presentations and spreadsheet documents. To use most of the course evaluation at the university will be evaluated by the subjective judgment about the satisfaction and the skills assessment of students. In this paper, we take a lecture given at the university of OA before and after the university students to self-diagnosis is to propose an survey. In addition, we would like to analyze more objectively the degree of use computer-related OA and the degree of improvement of computer skills by the proposed objective survey evaluate to students compare with students have acquired scores during the semester.

Objectives : This study analyzed the concordance between student self-assessment and peer-evaluation in a role play using the Clinical Performance Examination (CPX) scenario developed based on Korean medical syndrome differentiation. Methods : The subjects of this study are first-year-students majoring in Korean Medicine. The role play based on clinical case was performed in the class of Korean Medicine Classics. Feedback on clinical skill competency got through student self-assessment and peer-evaluation, and this study was compared and analyzed of result. Results : A simple comparison of the results of self-assessment and peer-evaluation in the evaluation results of clinical skill competency may appear to be consistent. However, it was not statistically significant. It is necessary to enhance the discriminative ability in the evaluation of clinical skill competency. It will be possible to improve a bit by relatively increasing the weight of the scores on the items that students expect to respond differently among the evaluation items. In addition, in order to dramatically improve the systemicity and reliability of the evaluation of clinical skill competency itself, it is necessary to introduce the Introduction to Clinical Traditional Korean Medicine (ICTKM) course. Conclusions : Student's self-assessment and peer-evaluation as feedback on clinical skill competency are suitable for the purpose of education and training. However, the reliability of the evaluation was not statistically significant.

학생의 자기평가는 학생이 자신의 학습 과정을 모니터하며 수학적 지식, 전진, 태도를 이해하고 조사하는 활동적 과정이다. 이러한 학생의 자기평가는 학생에게 자신의 수학적 능력에 대한 자신감을 향상시키고 더 독립적인 수학 학습자가 될 수 있는 기회를 제공하고, 교사에게 학생의 수행 과정에 대한 구체적인 정보를 제공한다. 하지만 일선 학교에서는 학생의 자기평가의 여러 가지 장점에도 불구하고 거의 도입하고 있지 않은 실정이다. 이는 수학 일기, 자기보고서, 점검목록표 등 여러 가지 학생의 자기평가 방법이 있음에도 불구하고 실제 적용한 사례 연구가 활발히 이루어지지 않았기 때문으로 보인다. 이에 이 연구에서는 자기평가의 두 가지 요소인 자기인식과 자기검토와 관련이 있는 문제해결 안내 자료를 이용하는 문제해결 과정에서 자기보고서로 이루어진 실제적인 학생의 자기평가 사례를 소개하였다. 이러한 사례들은 학생의 자기평가에 대한 이론적 근거를 뒷받침하였다.

A Case Study on Student Self-Assessment in Mathematical Problem Solving Process Student self-assessment is one of diverse ways for performance assessment. Self-assessment is the active process of monitoring one's own progress in learning and of examining one's own mathematical knowledge, progresses, and attitudes. Student self-assessment can be used to improve students' confidence in their own ability to do mathematics and allow them to become more independent in their learning of mathematics. Student self-assessment also offers detailed information on students' performance processes. Despite its rationales, it has been observed that student self-assessment is being rarely used by mathematics teachers. This article aims to explore the cases of student self-assessment. Since the two important components of self-assessment are self-awareness and self-evaluation, self-assessment and meta-cognition are closely related to each other. Thus, this case study uses student report in mathematical problem solving process using guidance material for problem solving. Three high school students were selected for the present research via informal interview. It is found that these cases support the rationales of student self-assessment.

학생 자기평가는 학습으로서의 평가(assessment as learning)를 위한 대표적인 전략으로써 학습자 스스로 학습의 질을 성찰하고 판단하여 자신의 학습을 적절히 수정해 나가는 형성적 평가의 과정으로 정의내릴 수 있다. 본 연구의 목적은 학생의 자기평가 수행 행동을 측정하기 위해 개발된 SaPS(Self-assessment Practice Scale for Students) (Yan, 2018a)를 한국 대학생을 대상으로 타당화하는 것이다. 이를 위해 대학생 317명의 데이터를 분석에 활용하였고, 그 결과는 다음과 같다. 먼저 평정척도모형(Andrich, 1978)에 기반한 Rasch 분석과 탐색적 요인분석을 상호보완적으로 적용하여 척도 문항을 구성하였다. 그 결과, 한국판 SaPS는 원척도와 동일하게 4개의 구성요소(모니터링 또는 질문 방법에 의한 외적 피드백 추구, 내적 피드백 추구, 자기성찰)가 탐색되었고, 전체 20개의 문항 중 신뢰도 및 타당도가 낮은 8개의 문항이 제외되어 총 12개 문항으로 구성되었다. 둘째, 학생 자기평가의 구성요소 간 위계성과 독립성을 고려하여 총 4개의 요인모형을 비교한 결과, 4요인 1차 모형이 자료에 가장 부합하는 것으로 나타났다. 셋째, 한국판 SaPS의 외적 타당도 점검을 위해 성취목표, 인지 및 주도적 참여와의 상관관계를 알아본 결과, 자기평가 수행은 숙달 및 수행접근, 학업참여와 정적인 상관을 나타내었다. 마지막으로 한국판 SaPs 척도는 학생 자기평가 수행의 내적 과정에 대한 이해를 확장시키고, 학생들의 자기평가 역량을 높이기 위한 교육적 개입 방안 마련에 활용될 수 있다는 면에서 의의를 갖는다.

This study aimed to validate the Korean version of the Student self-assessment Practice Scale (K-SaPS), which is designed to assess the behaviors students engage in during the self-assessment process (Yan, 2018a). Data of a 317 Korean college students sampled from urban districts were analyzed. Factor analysis and Rasch analysis were applied in a complementary way to examine the psychometric properties of the K-SaPS. The results showed that the factor structure of the original scale held in the K-SaPS, and only 12 items of 20 original items were selected by examining their validity and reliability. Also the 4-factor confirmatory factor analysis(CFA) model fitted best compared to other alternative factor models. In addition, the external validity test indicated that students’ mastery or performance achievement goal and academic engagement were positively related to their self-assessment practice. Finally the applicability of K-SaPS as an assessment-as-learning(AAL) strategy and importance of students’ self-assessment practice in the learning context were discussed.

.Recently, student-centered learning is one of the most discussed learning styles. Therefore, lots of studies have done about the positive effects of cooperative learning and student self-assessment activities. However, the role of teachers in student self-assessment is an area that still needs more investigation. This study investigates the effect of teachers’ comments on the students’ self-assessment by self-reflection sheets while students are engaged in cooperative learning. Students were asked to have discussions, and after these discussions students filled in the self-reflection sheets and teachers wrote comments on these sheets. In the next lesson, students checked the comments before starting the next discussion. As a result, this paper shows some examples of the students’ improved performance and how teacher comments were able to facilitate students’ improvement in Japanese conversation.

본 연구는 교육현장에서 그 중요성과 활용을 강조하고 있는 학생 자기평가에 대한 교사의 인식과 실제를 파악한 것이다. 이를 위해 초등교사를 대상으로 설문조사를 실시하고, 학생 자기평가에 대한 구체적 활용을 살펴보기 위해 소수 교사를 대상으로 면담을 실시하였다. 연구 결과, 초등교사들은 학생의 자기평가에 대한 중요성과 가치를 중요하게 인식하고 있었고 학생의 자기평가 가능성에도 긍정적이었다. 또한 자기평가 활용 방법에 대한 이해도 높다고 응답하였고 학교현장에서 고학년을 대상으로 다양한 방법의 자기평가를 실행하고 있었다. 그러나 관련 연수는 학생 자기평가의 이해나 인식, 그리고 실행에는 영향을 주지 않는 것으로 나타나 교사 전문성 함양을 위한 논의는 필요해 보인다.

This study was to investigate elementary teachers' perception and practice about self-assessment importantly implemented in the classroom assessment. To do this a survey was conducted to 189 elementary teachers and a small interview was done with a few voluntary teachers for the detailed information. The result shows that elementary teachers think self-assessment important and valuable in classroom assessment and also seem to hope it's practical possibility. They also think their intelligibility of self-assessment is considerable. In practice they are using a number of self-assessment methods in other subjects for the upper grades. However, teachers in service training related with self-assessment didn't have effect on teacher's perception, understanding and practice of self-assessment. It is needed to develop materials and training programs for. teacher professional development

This study aimed to examine the benefits of self-assessment in second language (L2) learning, specifically focusing on metacognition, self-regulated learning, and self-reflection. Sixteen university students from D. University voluntarily participated in the study after completing an online English (L2) presentation course in either 2020 or 2021. The participants' proficiency levels varied from beginner to intermediate. By conducting in-depth interviews and employing thematic analysis to explore participants' perspectives and experiences, the study uncovered a profound recognition of the significance of self-assessment in relation to metacognitive abilities and personal growth. The findings underscored the transformative impact of self-assessment on L2 presentation skills and metacognition. Assisted by a specifically designed rubric, these effects encompassed a comprehensive understanding of preparation requirements, identification and improvement of strengths and weaknesses, and heightened engagement and progress in the learning process. Additionally, students highlighted the positive influence of self-assessment on self-regulated learning. They explained that self-assessment served as a motivator for diligent preparation, the timely completion of tasks, improved time management, and persistent efforts to enhance their performance. Moreover, students demonstrated a proactive mindset by taking ownership of their learning, setting goals, monitoring their progress, and adjusting their strategies accordingly. Lastly, students expressed a keen recognition of the significance of self-assessment, acknowledging its unique potential for objective self-reflection. They recognized that this benefit of self-assessment, followed by teacher feedback, could reach beyond the scope of their presentations and influence various aspects of future disciplines and contexts that would be essential for life-long learning. These benefits suggest that combining self-assessment with detailed rubrics and precise teacher feedback enhances its value, thus fostering dynamic, learner-centered L2 education.

본 연구는 유치원 교육실습생의 수업평가와 지도교사의 피드백 유형 및 내용, 실습기관 및 지도교사 특성에 따른 피드백의 차이를 분석하는 것을 목적으로 하였다. 이를 위해 50명의 실습생 포트폴리오에 기술된 477개의 활동에 대한 실습생 평가 및 지도교사 피드백을 분석하였다. 연구결과, 첫째, 수업평가와 피드백 유형의 경우, 실습생과 지도교사 모두 긍정적 평가 및 피드백보다 부정적인 것이 많았고, 지도교 사는 실습생보다 긍정적·부정적 피드백을 더 많이 제공하였다. 공립유치원의 실습생과 지도교사가 사립 유치원보다 평가 및 피드백을 더 많이 하였고, 지도교사 경력이 높을수록 부정적 평가를 적게 하였다. 둘째, 실습생 평가와 지도교사 피드백 내용 중 가장 많은 것은 수업진행, 공간 및 매체에 대한 것이었다. 한편, 수업분위기는 실습생이, 유아와의 의사소통은 지도교사가 더 많이 평가하였다. 활동유형에 따라서 목표 및 내용, 공간 및 매체, 수업진행, 수업분위기에 대한 실습생과 지도교사의 평가 비중이 달랐다. 즉, 수업에 대한 실습생의 평가와 지도교사의 피드백은 강조하는 부분에서 차이가 있었다. 이러한 결과는 실습 생의 요구에 기초한 지도교사의 긍정적인 지원이 더 필요하고, 지도교사의 역량을 증진시키기 위해서 지도교사 선발 기준, 체계적인 교육 등이 마련되어야 한다는 것을 시사한다.

The purpose of this study was to analyze the types, contents, and differences of student teachers' self-assessment and mentor teachers’ feedback on educational activities in kindergarten practicum. Student teachers' self-assessment and mentor teachers’ feedback on 477 educational activities in 50 student teachers' portfolios were analyzed. The findings of the study were as follows. First, both the student teachers and the mentor teachers presented more negative assessments/feedback than positive ones. The mentor teachers gave more positive feedback as well as negative feedback than the student teachers. The student teachers and the mentor teachers at public kindergartens gave more assessments and feedback than those at private kindergartens, and experienced teachers gave negative feedback less and offered encouragement more. Second, most of the student teachers’ assessments and of the mentor teachers’ feedback were on the process of the activity, spaces, and educational materials; the student teachers focused on the class atmosphere whereas the mentor teachers put more stress on communication with young children. In terms of the activity types, differences existed in their emphases between the student teachers and the mentor teachers. These results suggest that the positive support of mentor teachers should be given based on the needs of student teachers, and the selection criteria as well as systematic training for mentor teachers should be provided to enhance their abilities.

Purpose: Small group discussions are useful tools in medical ethics education. We aimed to assess student satisfaction with specific components of a small group discussion and to evaluate student self-assessment of the objectives of education. Methods: A structured questionnaire was developed after a literature review and a focus group interview. Components of the small group discussion were categorized by discussion case (self, other), individual activities (self-study, making materials, presentation experience), and group activities (preclass/in-class/postclass/plenary discussion, instructor’s comments). The items for student self-assessment were: “To specify ethical issue in actual practice”, “To get new knowledge”, “To consider doctor’s entity”, “Empathy to others”, “To get multidimensional viewpoint”, “Viewpoint change”, “To deliver my thought clearly”, and “Ability to confront the medical ethics dilemma in the future”. After the survey, an in-depth interview was performed to determine the reason behind the students’ answers. Results: A total of 121 students responded, for whom overall satisfaction and self-assessment were high. Students reported greater satisfaction with self-case, presentation experience, in-class discussion, and instructor’s comments but less satisfaction with self-study before class and postclass discussion. Student self-assessment was highest in the ability to specify an ethical issue and lowest for viewpoint change and self-confidence. After multivariate analysis, higher student self-assessment was associated with greater satisfaction with the small group discussion. Conclusion: To improve the quality of medical ethics education, close investigation and monitoring of each component of the small group discussion and student achievement are essential, as is continuous feedback.

목적 본 연구는 통번역대학원 1학년 학생들의 자기평가 결과물을 분석하여 그 특징을 살펴보고, 통역 교육 관점에서 그러한 특징이갖는 시사점을 고찰하고자 하였다. 방법 이를 위해 2020년 1학기 통번역대학원 한영과 1학년 학생의 중간⋅기말 자기평가 과제에 대한 면밀한 분석을 진행했다. 결과 분석 결과 1학기 학생의 자기평가에서 가장 주목할 만한 특징 중 하나는 평가 형식, 내용 구성 요소 및 분량 측면에서 개인차가크다는 점이다. 평가 형식 및 내용 면에서 구조화되지 않은 점도 또 다른 특징으로 확인할 수 있었다. 다만 학기가 진행됨에 따라 기말평가에서 발전 양상이 관찰되었다. 또한, 분석을 통해 학생들이 직관적으로 가지고 있는 통역 품질 평가 기준을 확인할 수 있었으며, 정확성, 표현의 자연스러움 및 유창성이 가장 빈번하게 확인된 평가기준으로 나타났다. 결론 본 연구는 자기 평가와 관련된 통역 교육 선행 연구의 분석을 뒷받침하는 동시에 통역 교육에 의미 있는 시사점을 준다는 점에서의의가 있다.

Objectives This study aims to analyze the self-assessment results of students of the Graduate School of Interpretation and Translation to examine the characteristics and their implications from the perspective of interpreter training. Methods To this end, a thorough analysis of the mid-term and final-term self-evaluation assignments of first-year students majoring in Korean-English interpreting was conducted during the first semester of 2020. Results The findings show that one of the most notable features of first-semester students’ self-assessment was the striking individual differences in terms of evaluation form, content component, and volume. In addition, unstructured assessment was another trait in terms of evaluation format and content, but as the semester progressed, development aspects were observed in the final assessment. Furthermore, the analysis of this study also identified the interpreting quality criteria inherent in the students, most notably accuracy, naturalness of expression, and fluency in delivery. Conclusions This study holds significance in that it supports the analysis of previous studies related to self-assessment in interpretation education while also entailing significant implications.

문제중심학습의 장점에도 불구하고 문제중심학습 시행의 가장 큰 어려움은 학생평가를 어떻게 해야 하는가이다. 본 연구는 문제중심학습에서 실시한 튜터평가, 동료평가, 자기평가 간의 평가 점수를 비교함으로써 평가주체에 따라 평가결과가 일관성이 있는가를 알아보고, 튜터평가, 동료평가, 자기평가에 영향을 미치는 평가준거가 각각 무엇인가를 살펴보는 데에 그 목적이 있었다. 본 연구는 문제중심학습을 시행하고 있는 S의과대학을 연구대상으로 하였다. 연구도구로 튜터평가, 자기평가, 동료평가 점수를 사용하였으며 SPSSwin?? 프로그램을 사용하여, 상관분석, 분산분석, 회귀분석 등을 실시하였다. 연구결과, 자기평가와 동료평가의 상관은 어느 정도 있었으나(r=.34) 튜터평가와 동료평가 간에는 유의미한 상관이 없었다. 동료평가는 다른 평가보다 편포도 계수가 높아 관대화 경향이 큰 것으로 나타났다. 마지막으로 튜터평가와 자기평가에 영향을 미치는 준거는 ‘문제해결력’이었으며, 동료평가는 ‘정보수집력’이 평가 결과에 가장 큰 영향을 미치는 것으로 나타났다.

A Study on Concordance of Student Assessment in Problem Based Learning of Medical Schools.－focuced on the Tutor, Peer, Self Assessment

본 연구는 대학생 글쓰기 교육에서 반성적 사고를 통한 자기 평가가 실제 글쓰기 교육에서 어떤 효과를 가지고 오는지를 분석한 연구이다. 연구는 대학에서 교양 글쓰기 강의를 수강하는 학생들을 대상으로 진행하였다. 비판적 글쓰기 과제 두 편의 글에 대한 학습자 개인의 양적 평가와 성찰일지를 분석 대상으로 삼았다. 성찰일지 분석은 코퍼스 분석과 정성적 분석을 병행하였고, 학습자 자기 평가인 양적 평가를 통해 통계적 의미를 도출하였다. 연구 결과 적절한 피드백과 반성적 사고를 강화한 글쓰기 교육을 통해 학습자들이 글을 과정으로 인식하게 되고 글쓰기 과정에서 지식을 쌓아나가고 반성적으로 사고하면글쓰기에 대한 지식과 자신감이 높아진다는 점이 확인이 되었다. 특히 글쓰기 과정에서 필자로서의 의식이 강화되고 있으며 글쓰기를 적극적으로 실천하려는 의지가 강해지는 것이 연구 결과 밝혀졌다.

Reflective thinking and self-assessment is a complex concept that is challenging to teach, measure and practice, yet is essential in learner-centered education in writing. Yet within the vast territory of studies of the reflective thinking and self-assessment there remains a large piece of uncharted terrain. So this paper examines the effect of self-assessment through reflective thinking in college students writing education. The research was conducted by students in writing classes at universities. This study was designed to analyze the learner's individual qualitative evaluation and reflection papers. As a result, it was confirmed that reflective thinking and self-assessment enhanced the students' knowledge of writing and consciousness as a writer is strengthened.