학습자 참여에 의한 영어 쓰기 평가 척도 개발 및 자기평가 연구: 고등학생을 중심으로

초록

The purpose of this paper is to explore high-school students' participation in rubric development and their self-assessment on their L2 essays. The current research aims to investigate: 1) the degree to which students change the points of each analytic area for writing assessment, 2) the inter-rater difference between self-scores and teacher's judgment across the areas, and 3) the students' perception on their participation in rubric development and rating tasks. The researchers utilized the quantitative method for exploring research question 1 and 2 and conducted the interview analyses for research question 3. The results suggested that even though learner assigned differentiated points per each analytic area, they were likely to give more credits on task completion and organization. The subjects also carried out different strategies in tuning the weights of each analytic area. Finally, the students who participated in interview reported that their participation in rubric development and rating tasks raised the autonomy and responsibility of their own learning.

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