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고등학교 프랑스어 수행평가 실태 연구 : A Study on the High School French Performance Assessment
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- Authors
- Issue Date
- 2020
- Citation
- Language Research, Vol.56 No.1, pp. 117-139
- Keywords
- French language assessment ; performance assessment ; curriculum revised in 2015 ; areas of performance assessment ; assessment 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
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