영작문에서의 대면평가와 익명평가의 비교 연구

초록

This study compared learners' blind assessment with face-to-face assessment in a L2 argumentative essay-writing test, using the mixed method approach. The current study purported to investigate 1) the reliability of blind and face-to-face assessment from the psychometric perspective and 2) the students' perceptions about the two types of assessment from the survey and semi-structured interview analysis. Thirty EFL students took 50-minutes timed essay test eight times, participated in the assessment as blind and face-to-face raters, and gave the analytic and holistic scores in 9-point scale on their peers' essays. Of participants, twelve students were requested to have a series of in-depth interviews. Then, using FACETS, the researchers compared learners' ratings with two expert scores. As a result, the blind raters were somewhat severe and were identified as the misfitting group, while the face-to-face raters were lenient but showed predictable rating pattern. From the interview, learners responded that they exchanged in-depth written feedback, and felt the sense of trust, but showed negative attitude about the score reliability in the content of face-to-face assessment. On the other hand, they questioned the trustworthiness of the blind raters' scores and feedback even though they had belief that the scoring reliability would be better in the blind rating context than in the face-to-face rating context.

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