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Learners as Assessors

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Authors
Finch, Andrew
Issue Date
2007
Publisher
서울대학교 교육종합연구원
Citation
SNU Journal of Education Research, Vol.16, pp. 39-64
Keywords
Self-assessmentautonomystudent-centered
Description
2007
Abstract
In the recent shift in educational theory from transmission of

knowledge to transformation of knowledge and integration of knowledge

with existing personal constructs and meanings, assessment has taken

on new affective goals, in which the personal growth of the learner is

becoming increasingly important. It is no longer defensible to use

discrete-item testing of dubious constructs or to sample performance as

a means of inferring underlying competence or abilities, if assessment

is really concerned with providing information on learning. Instead, the

need to understand performance itself and the processing (and affective)

factors which influence it, suggest an integration of assessment and

instruction, and a student-centered approach to assessment. This paper

therefore offers some suggestions on how self-assessment might be

incorporated in the Korean EFL classroom.
ISSN
1225-5335
Language
English
URI
http://hdl.handle.net/10371/70663
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College of Education (사범대학)Center for Educational Research (교육종합연구원)SNU Journal of Education ResearchSNU Journal of Education Research vol.16 (2007)
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