기업교육과정에서 스토리텔링 진단평가도구의 활용에 관한 탐색 연구

초록

The purpose of this study is to examine diagnostic assessment of storytelling proficiency in business education. Over the decades, oral narrative skills have been deemed as a key component of language learning process, and the related diagnostic information has been significant interest to researchers and practitioners in speech pathology, children language learning, or first/second language acquisition. Few studies, however, have been devoted to storytelling assessment in EFL (English as Foreign Language) business education. In this study, eight diagnostic assessment models of storytelling were collected, revised, and evaluated by five experienced researchers and teachers in a business education program, where students enrolled on the course titled ‘English Storytelling Practice’ within Samsung Electronics. Oral narrative samples were analyzed by micro, macro, mixed narrative scoring schemes. It was found that as micro narrative scoring scheme had low practicality to raters, especially for time-consuming and ambiguous rubric, so did mixed narrative scoring scheme. Macro scoring scheme had relatively high practicality to raters, but it provided insufficient diagnostic information to upper intermediate level storytellers. Theses finding have implication for future development of diagnostic assessment instruments in localized and business contexts.

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