대학 실용영어 수업에서 채점기준표가 자가평가에 미치는 영향: 자기조절학습 증진을 위한 관점

Abstract

The current study investigates the formative use of instructional rubric-referenced self-assessment and its influence on developing self-regulated learning strategies. Forty-five participants at a university in Korea in a 16-week practical English course self-assessed their response essays to course readings using an instructional rubric and provided rationale and commentary on their evaluations of their work. The students also shared their perceptions of the instructional rubric in an attempt to investigate participants’ comprehension of the rubric. At the end of the semester, they wrote final reflective essays on their experience using rubrics for self-assessment purposes. Data from student commentaries on self-assessment, rubric comprehension questions, and final reflective essays showed that the instructional rubric guided participants through the three phases of self-regulated learning as propsed by Zimmerman (2002). It was also found that rubrics with detailed performance descriptors were helpful in understanding the expectations of the assignment. The results of the study suggest that, even in an integrated-skills practical English class, use of instructional rubrics can help students become more aware of their writing progress and evaluate their learning.