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고등학교 프랑스어 수행평가 실태 연구
A Study on the High School French Performance Assessment

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Authors
김정숙
Issue Date
2020
Publisher
Language Education Research Center, Seoul National University
Citation
Language Research, Vol.56 No.1, pp. 117-139
Keywords
French language assessmentperformance assessmentcurriculum revised in 2015areas of performance assessmentassessment criteria
Abstract
This study aims to explore the current situation and specifics as well as teacher
understanding of the performance assessment that exists at the center of the
current curriculum assessment, which was revised in 2015. The results of a
survey of 35 high school French teachers and 14 of the respondents’ assessment
plans are as follows. Firstly, although the application of the French-language
performance assessment (measured in percentage) has increased, the assessment
does not seem to function as an assessment of higher order thinking due to the
students’ limited French ability. Secondly, French teachers are positively aware
of the performance assessment, and they attempt to optimize its proper function.
In particular, assessments in the cultural areas are conducted for the aspects of
creativity, logical thinking, and justice. Thirdly, the greatest difficulty teachers
face in terms of implementing the performance assessment is securing objectivity
and fairness; this is followed by teachers having to manage an increase in tasks
such as grading. Lastly, the study demonstrates that the assessment of different
performance areas by their respective teachers can be a significant issue given
the potential for error in classifying areas and the lack of feasibility with respect
to assessment standards. This seems to be an urgent issue for which a solution
should be prioritized, especially in light of the fact that college admissions based
on performance evaluations are set to be officially implemented.
ISSN
0254-4474
Language
English
URI
http://hdl.handle.net/10371/166283
DOI
https://doi.org/10.30961/lr.2020.56.1.117
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Language Education Institute (언어교육원)Language Research (어학연구)Language Research (어학연구) Volume 56 Number 1/3 (2020)
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