초등영어 수행평가 채점 기준과 교사 피드백의 정의적 효과에 대한 연구

Abstract

This study was conducted to examine if and to what extent primary school students’ understanding of scoring rubric and teacher's feedback would affect their learning interest and class participation. The participants of the study were seventy-four 5th grade students divided into three groups: control group, rubric (R# group, rubric and feedback #RF) group. The students in the RF group received both scoring rubric and feedback from their teacher whereas those in the R group received only rubric and those in the control group received none for a semester. The findings of the study indicate that the students’ interest in learning English differed across the groups. The students in the R group and those in the RF group displayed significantly higher levels of interest than their counterparts in the control group. With regard to class participation, the study found a significant difference between the students in the R group and those in the control group: the students in the R group reported themselves to be more participatory than those in the control group. The students in the R group and the RF group perceived the provision of rubric as beneficial and useful, in that it helped them understand what they were supposed to study prior to performance assessment. They, however, expressed mixed feelings about the provision of teacher feedback. While they admitted they were better able to know where they were, thanks to their teacher feedback, they were concerned that it can be the source of peer pressure, peer conflict, frustration or tension.