The Korean Association for the Study of English Language and Linguistics

Korean Journal of English Language and Linguistics - Vol. 19 , No. 3
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Korea Journal of English Language and Linguistics - Vol. 19, No. 3, pp. 500-522
Abbreviation: KASELL
ISSN: 1598-1398 (Print)
Print publication date 30 Sep 2019
Received 20 Jul 2019 Revised 10 Sep 2019 Accepted 19 Sep 2019
DOI: https://doi.org/10.15738/kjell.19.3.201909.500

과정 중심 평가에 대한 중·고등학교 교사들의 인식 조사
김해동 ; 김성혜 ; 황종배
교수, 한국외국어대학교, 서울시 동대문구 이문로 107, Tel: 02-2173-3017 (khd@hufs.ac.kr)
연구위원, 한국교육과정평가원, 충청북도 진천군 덕산면 교학로 8, Tel: 043-931-0425 (shkim@kice.re.kr)
교수, 건국대학교, 서울시 광진구 능동로 120, Tel: 82-2-450-3344 (jongbai@konkuk.ac.kr)

A survey on Korean English teachers’ perceptions of the process-oriented English assessment in Korean secondary schools
Hae-Dong Kim ; Sung-Hye Kim ; Jong-Bai Hwang
Professor, Hankuk Univ. of Foreign Studies, 107 Imun-ro, Dongdaemun-gu, Seoul, Tel: 02-2173-3017 (khd@hufs.ac.kr)
Senior Researcher, KICE, 8 Gyohak-ro, Deoksan-myeon, Jincheon-gun, Chungcheongbuk-do, Tel: 043-931-0425 (shkim@kice.re.kr)
Professor, Konkuk Univ., 120 Neungdong-ro, Gwangjin-gu, Seoul, Tel: 82-2-450-3344 (jongbai@konkuk.ac.kr)
Abstract

The present study explores the perceptions of secondary school English teachers about the assessment in English teaching classrooms, focusing on the process-oriented assessment. 15 middle and high school English teachers were asked to complete a questionnaire and participate in a short in-depth interview. The questionnaire was designed to collect the teachers’ opinions about the status and problems of English assessment in the classroom, including performance tests and process-oriented assessment in English teaching classrooms. The questionnaire and the interview also tried to seek efficient ways to perform the process-oriented assessment. The results of the survey show that most of the secondary English teachers in Korea have used performance assessment and even the process-oriented assessment. However, many English teachers responded that, first of all, their workload should be reduced for the process-oriented assessment to be appropriately implemented in the classroom. The overall results indicate that more attention should be paid in implementing process-oriented assessment in the Korean EFL context.

Keywords: process-oriented assessment, performance test, English test in Korean secondary schools, problems of the process-oriented assessment
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