중학교 영어과 서술형 평가의 현황과 개선방안

Abstract

국문초록

중학교 영어과 서술형평가의 현황과 개선방안

한양대학교 교육대학원 영어교육 전공 이 은 혜

2005년부터 학생들의 창의력, 문제해결력을 향상시키기 위해 한국의 중등학교에서는 영어 평가에 서술형 평가가 도입되었다. 각 교육청은 그 중요성을 강조하면서 정기고사에서 서술형 평가의 반영 비율을 높이고 있으나 실제 학교현장에서는 서술형 평가가 취지에 맞게 잘 이루어 지지 않고 있는 실정이다. 이 연구는 중등학교(특히 경기지역)에서 실시되는 영어 서술형 평가의 현황을 조사하고 개선방안을 찾는데 목적이 있다. 이를 위해서 2010년 시행된 경기도의 중학교 영어 서술형 기출문제를 분석하고, 설문지를 통해 교사 20명과 학생 173명의 서술형평가에 대한 인식을 조사해 보았다. 이 연구의 결과는 다음과 같다. 첫째, 교사와 학생 모두 영어 평가에서 단답형이나 완성형과 같은 응답 제한형 문항을 더 선호하는 것으로 나타났다. 이것은 서술형 평가가 의도한 대로 창의성을 비롯한 고등정신능력을 향상시키는 목표를 이루지 못하고 있음을 나타낸다. 둘째, 많은 영어 교사들이 한국적 교육 상황에서 서술형 문항을 제작하고, 공정하게 채점하는데 많은 어려움을 겪고 있다. 학생들도 또한 평가기준의 불확실성, 유사답안인정문제, 부분점수와 같은 평가관련 사항에 대해 불만족을 나타냈다. 셋째, 많은 교사들은 서술형 문항을 제작할 때 문법에 집중하는 경향이 있다. 결과적으로 그들은 학생들의 균형 있는 영어의사소통능력을 평가할 수 없다. 넷째, 대부분의 학생들은 영어 서술형 평가에 대해 부정적인 인식을 가지고 있었고, 특히 영어성적과 서술형 평가에 대한 인식 사이에 상관관계가 있어 학업 성적이 높은 학생들은 서술형 평가에 대해 긍정적으로 생각했으나 낮은 학생들은 부정적 인식을 가지고 있음이 발견되었다. 그들은 대체로 서술형문항이 너무 어렵고 심리적으로 부담이 된다고 응답했다. 다섯째, 교사들은 서술형 평가의 장점을 인정하지만 현재 이상으로의 확대적용에 대해서는 여전히 우려하고 있다. 학생 수의 감소, 교과 교실운영 등 같은 전반적인 근무 환경의 개선이 필요하다.

위의 결과를 토대로 본 연구는 영어 서술형 평가 개선에 대하여 다음과 같은 제안을 한다. 우선, 영어 평가에 있어서 서술형 평가의 가치에 대해서 교사뿐만 아니라 학생, 학부모들이 재인식할 필요가 있다. 그러기 위해서 영어 교사들은 학생들이 수업 시간이나 과제를 통해 토론이나 작문 등 개방적 사고를 할 수 있는 많은 활동을 하고, 또 배운 것을 평가받을 기회를 주어야 한다. 두 번째로 영어교사들에게 서술형 평가의 제작, 채점 등에 관한 구체적이고 유용한 지침과 연수의 기회를 제공해야한다. 영어교사들이 교과지식이나 채점과 관련해서 문의할 수 있는 교육청 차원의 전문가로 구성된 교과 자문기관을 마련하는 것도 하나의 방법이 될 것이다. 세 번째로 교사들이 그들의 교육 환경에서 적절하게 학생들을 평가할 수 있도록 교사의 평가 자율성을 보장할 필요가 있다. 서술형 평가를 정규고사에 의무적으로 반영시키기 보다는 수행평가를 더욱 활성화시켜 서술형 평가의 장점을 최대한 살리도록 해야 한다. |Abstract

An Analysis of Open-Ended Type Assessment of Middle School English, and Suggestions for Its Improvement

Lee, Eunhye Major in English Education The Graduate School of Education Hanyang University

Open-ended type assessment has been introduced in secondary schools in Korea to improve students’creativity, thinking ability and problem-solving ability since 2005. Each provincial office of education is increasing the ratio of open-ended questions in the mid-term and final exams emphasizing the importance of it. But the open-ended type assessment is not being carried out effectively at school. This study aims to check the current status of English open-ended type assessment in secondary schools (especially in Gyeonggi province) and to find the proper directions. For this purpose, this study analyzes the English open-ended tests done in some middle schools in Gyeonggi province in the year 2010, and investigates 20 teachers' and 173 students' perceptions on open ended assessment through the survey questionnaires. The results of this study are as follows: First, this study reveals that both English teachers and students significantly prefer a restricted response type, such as short answer questions and a completion type test in English assessment, which means the goal of open-ended assessment, developing creativity, is not being achieved. Second, most English teachers have much trouble making up and scoring the open-ended type test items in the current Korean English educational context. Students also showed dissatisfaction with their test results, such as uncertainty of scoring criteria, similar right answers, and partial scores. Third, many teachers tend to focus on the grammar and reading section when they make up open-ended questions. As a result, they can't evaluate and develop students' well-balanced English communicative ability. Fourth, most students were found to have negative perceptions of the open-ended type, but there was a significant relationship between scholastic achievement and these perceptions. That is, higher-graded students had positive opinions on open-ended test while lower-graded students had negative opinions. They said the open-ended type was too hard and they were psychologically burdened. Although teachers admitted the advantages of the open-ended type, they expressed concern about expanding its application any further. The improvement of overall working conditions in school ( e.g. a decrease in the number of students per class) is needed. Based on the above results, I propose some directions of English open ended tests to improve the effect and to establish it firmly in English education. First, it is necessary for English teachers, students and parents to appreciate the value of open ended type assessment in English. To this end, English teachers should give students many chances to discuss or write their opinions freely and test what the students learned through the lesson and the homework. Second, it is suggested that to make the open-ended tests objective, teachers need more specific guidelines and training for the open ended type assessment and scoring. And it will be a good idea for a provincial office of education to organize a panel of English experts so that English teachers can consult them about the questions. Third, English teachers should vary the levels of difficulty in open-ended questions so that low graded students will not give up easily and feel a sense of accomplishment. Lastly, it will be better to administer the open-ended tests as a part of performance test. By utilizing performance assessments for divergent thinking ability, English teachers will have more autonomy to properly assess students.; Abstract

An Analysis of Open-Ended Type Assessment of Middle School English, and Suggestions for Its Improvement

Lee, Eunhye Major in English Education The Graduate School of Education Hanyang University

Open-ended type assessment has been introduced in secondary schools in Korea to improve students’creativity, thinking ability and problem-solving ability since 2005. Each provincial office of education is increasing the ratio of open-ended questions in the mid-term and final exams emphasizing the importance of it. But the open-ended type assessment is not being carried out effectively at school. This study aims to check the current status of English open-ended type assessment in secondary schools (especially in Gyeonggi province) and to find the proper directions. For this purpose, this study analyzes the English open-ended tests done in some middle schools in Gyeonggi province in the year 2010, and investigates 20 teachers' and 173 students' perceptions on open ended assessment through the survey questionnaires. The results of this study are as follows: First, this study reveals that both English teachers and students significantly prefer a restricted response type, such as short answer questions and a completion type test in English assessment, which means the goal of open-ended assessment, developing creativity, is not being achieved. Second, most English teachers have much trouble making up and scoring the open-ended type test items in the current Korean English educational context. Students also showed dissatisfaction with their test results, such as uncertainty of scoring criteria, similar right answers, and partial scores. Third, many teachers tend to focus on the grammar and reading section when they make up open-ended questions. As a result, they can't evaluate and develop students' well-balanced English communicative ability. Fourth, most students were found to have negative perceptions of the open-ended type, but there was a significant relationship between scholastic achievement and these perceptions. That is, higher-graded students had positive opinions on open-ended test while lower-graded students had negative opinions. They said the open-ended type was too hard and they were psychologically burdened. Although teachers admitted the advantages of the open-ended type, they expressed concern about expanding its application any further. The improvement of overall working conditions in school ( e.g. a decrease in the number of students per class) is needed. Based on the above results, I propose some directions of English open ended tests to improve the effect and to establish it firmly in English education. First, it is necessary for English teachers, students and parents to appreciate the value of open ended type assessment in English. To this end, English teachers should give students many chances to discuss or write their opinions freely and test what the students learned through the lesson and the homework. Second, it is suggested that to make the open-ended tests objective, teachers need more specific guidelines and training for the open ended type assessment and scoring. And it will be a good idea for a provincial office of education to organize a panel of English experts so that English teachers can consult them about the questions. Third, English teachers should vary the levels of difficulty in open-ended questions so that low graded students will not give up easily and feel a sense of accomplishment. Lastly, it will be better to administer the open-ended tests as a part of performance test. By utilizing performance assessments for divergent thinking ability, English teachers will have more autonomy to properly assess students.