자동채점 기반 영어 말하기 성적 보고서에 대한 학습자와 교사의 이해도 및 인식 탐색

초록

Score reporting plays an important role in supporting the validity of interpretations and uses of assessment results; however, it remains an underexplored topic particularly in domestic research contexts. This exploratory study examines how two user groups-students and teachers-understood and perceived a score report designed for an automated speaking assessment (ASA) system currently under development for Korean public education. A total of 224 Korean secondary school students completed an online survey measuring their understanding and perceptions. Five English teachers participated in online semi-structured interviews. Descriptive statistics, as well as group-independence chi-square and Mann-Whitney U tests, on the survey responses showed that the students overall held low levels of understanding but positive perceptions with no significant differences between school levels and negligible effect sizes. A thematic analysis of the interview transcripts revealed that teachers appreciated individualized feedback on the analytic aspects of speaking performance presented through visual graphs. However, they expressed concerns that the written prose feedback was too general and some terminology lacked specificity for students, providing recommendations for improvement. These findings have implications for the development of a user-friendly score report that enhances the validity of assessment interpretations and uses.

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