초등교사의 영어 말하기 수행평가에 대한 인식 연구

Abstract

Abstract

The purposes of this study are 1) to investigate teachers’ perceptions of speaking performance assessment in the elementary school English classroom, 2) to examine their confidence in their speaking proficiency and their competence in elementary school student assessment, and 3) to explore the effects of teachers’ confidence and assessment competence on speaking performance assessment. This study surveyed 102 elementary school English teachers in Pusan and involved in- depth interviews with 4 of them. Statistical analyses were performed with SPSS 18.0 utilizing factor analysis, reliability analysis, ANOVA, and multiple regressions, and AMOS was also used to analyze causal relationships among the major variables. The findings of the study were as follows: First, observation and interviews are the most frequent methods of evaluation. Most teachers give previous notice to their students when teachers evaluate them. In addition, teachers’ implementation of performance assessment does not significantly correlate with teaching experience or teacher training. Second, the results indicated that teachers perceive themselves as having adequate competence in speaking assessment and confidence in speaking proficiency. The finding also suggested that teachers’ competence correlates with teaching experience, age, or teacher training. Third, the results of multiple regression analyses indicate that variables such as teachers’ confidence and competence in speaking assessment explained a significant proportion of variance in speaking performance assessment. The results of SEM using AMOS 20.0 showed that teachers’ confidence and competence had significant direct effects on speaking performance assessments. Interestingly, teachers’ speaking confidence also had indirect effects on speaking performance assessment through their competence. Based on the findings of the study, the following suggestions can be made: First, teacher training programs should focus on improving teachers’ speaking ability and their competence in student assessment. Furthermore, measures for increasing teachers’ confidence in speaking should be considered. In particular, more subjects related to assessment should be included in the academic curriculum for future teachers.