영어 말하기 채점자의 행동 특성 분석 - 채점자 훈련을 위한 제언 -

서지정보

· 발행기관 : 이화여자대학교 교과교육연구소
· 수록지 정보 : 교과교육학연구 / 19권 / 4호
· 저자명 : 송민영, 이용상

목차

I. 연구의 배경 및 목적
II. 이론적 배경
III. 연구 내용 및 방법
IV. 연구 결과 및 논의
V. 결론 및 시사점
참고문헌

초록

본연구는우리나라고등학생을대상으로시행되었던NEAT말하기채점자를대상으로심층면담
을실시하여채점에수반된인지과정,채점전략,점수판단의근거등을심도있게파악함으로써말
하기채점자훈련에적용할수있는정보를얻고자하였다.채점자신뢰도상위수준의채점자여섯
명,하위수준채점자세명과의채점직후심층면담을통해다음과같은특징을파악하였다.첫째,
우수채점자들은말하기답안내용을일부또는전체를받아쓰는‘노트하기’전략을사용함으로써영
역별분석적채점의정확도를높이고자하였다.둘째,우수채점자들은채점영역중과제완성점수
를기준으로타영역점수의상한선을정하는소위‘골든룰’ 적용을통해채점의일관성을확보하였
다. 반면에하위수준채점자들은비록이골든룰을인지하고있음에도불구하고실제채점에제대
로적용하지못하였다.셋째,우수채점자들은채점영역간독립채점과의존적채점을병행하는반
면,하위수준채점자들은영역별독립채점을거의하지못하고전반적인인상에근거하여모든영
역을 서로 의존적으로 판단하였다. 마지막으로, 채점기준이 내재화되지 못한 하위수준 채점자는
임의로영역별점수의범위를줄여좁은점수범위안에서모든답안에비슷한점수를부여하는경
향을보였다.비록NEAT와같은국가수준의영어말하기평가시행은중단되었지만학교단위영어
말하기지도와평가가정착되기위해영어교사를대상으로하는채점자연수가활발해지기를고대
하고본연구의주요결과가그러한연수에서의미있게활용될수있기를바란다.

영어초록

This study aims to explore how experienced English speaking raters score speaking responses
in terms of the overall scoring style, strategies for improving scoring consistency, and
interpretation and application of scoring rubric for each scoring area. For this purpose, this
study conducted retrospective interviews with six experienced speaking raters and three
inexperienced speaking raters of NEAT, in order to compare and contrast the two rater groups’
scoring behaviors. The participants were asked to verbally report how they decided the score
of each scoring area and what strategies they employed to improve their scoring consistency.
The main findings are as follows: First, the experienced raters employed note-taking strategy
while they were listening to and scoring each response, in order to make a more accurate
decision of the score for each scoring area. Second, the experience raters applied the so-called
‘Golden-Rule’ of NEAT effectively and consistently, while the inexperienced raters were hardly
consistent in applying this rule. Third, the experienced raters scored each scoring area
independently of the other areas by applying the absolute scoring criteria given for that area
without being seriously affected by the overall impression of the response, while the
inexperienced raters decided the scores of the five scoring areas interdependently. Lastly, it
seems that inexperienced raters apply a narrow range of scale points, that is, give similar scores
for most responses if they do not have a clear understanding of the scoring criteria. Based on
the results, some suggestions are made for English speaking rater training.

참고자료

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