교사-학생들의 서술형 문항에 대한 인식조사와 영어쓰기지도 연구

Abstract

ABSTRACT

Study on Teachers'-Students' Perceptions about Open-ended Assessment and Methods for English Teaching Writing

Kim, Jun-Sung Advisor : Kyung Ja Kim, Ph.D. Major in English Education Graduate School of Education, Chosun University

The purpose of this work is to analyze open-ended questions and thereby investigate effective writing methods in English. To achieve the purpose, this researcher comprehensively analyzed the tendency, frequency and types of descriptive questions set in the recently revised English curriculum of middle school. Also, to look into how teachers and students feel about the open-ended questions being asked in middle school, this researcher surveyed the recognition and tendency of descriptive questions with the 30 teachers who working at middle schools in Muan-gun, Jellanamdo, by age, position and career, and examined the perception of open-ended questions and learning methods of middle school students by region and school year. Based on the survey, this researcher investigated the writing methods of English writing through linguistic-centered, functional-centered, and contents-centered writing. A questionnaire survey revealed that the perception of open-ended questions by teachers and students was positive. The conventional evaluation acted on measuring simple memory abilities of students and simply placing ranks and required students to pursue accuracy, whereas the open-ended questions helped to comprehensively evaluating and analyzing various factors of English subject and gave students opportunities to express their thoughts. The matters to be improved in the open-ended questions were found a lot. The biggest issue teachers had found to recover objectivity and reliability of the way of setting questions and grading. Based on the survey results, a study on effective writing methods were conducted. Unlike essay-typed questions, open-ended questions focus on short, not long, sentences so that they required examples-based writing and control writing, rather than vague writing of one's thinking. Through this work, it was found that, unlike the conventional questions, the open-ended questions were effective for measuring learners comprehensively and focused on the aspects of definition.