동료평가 유형이 평가자 및 피평가자의 역할에 미치는 영향 - 외국인 대학생의 교양 수업 발표를 대상으로

초록

Using a practical experiment, this study determined that peer review questions had an impact on evaluators (ㄱ) and assessors (ㄴ). In a liberal arts presentation class for foreign university students, it was evident that instructors felt positively about peer review. They recognized that it improved their roles as evaluators and assessors. In their role as evaluators (ㄱ), they had a high preference for type. Students wanted the person in charge of assessment to write up reasons they were given a specific grade. Accordingly, discovering the “reason for getting a score,” or decrease,” was why students concentrated while listening to the announcement. While playing the role of an assessor, he said “(ㄴ) type does not listen to presentations for the purpose of giving evaluation scores; rather, they listen to presentations in order to study their contents.” In other words, (ㄴ) types’ evaluations revealed greater efforts to listen to and understand presentations than type (ㄱ). Accordingly, students did not focus solely on instructors’ role as “assessors.” The finding that peer-assessment types affect evaluators’ and assessors’ roles is meaningful. However, there are limits based on a lack of experimental groups, and a lack of valid verification. In addition, it is necessary to develop appropriate peer review types (i.e., questions) for presentation classes comprising foreign university students. This provides a subject for follow-up research.

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