초등영어 수행평가에서 루브릭과 피드백이 학습자의 성취도, 자신감, 자율성에 미치는 영향

Abstract

This study examined the effects of scoring rubric and teacher feedback on primary school students’ achievement, confidence, and self-directed learning attitudes. The participants of the study were 5th grade students (n=74) in three different groups: one group (R group) that received scoring rubric prior to performance assessment, another group (RF group) that received teacher feedback after performance assessment, in addition to the rubric, and the other group (control group) that just performed tasks without receiving rubric or feedback. At the outset of the study, the students took the pretest that comprised an achievement test and an attitude questionnaire; they carried out tasks for performance assessment for a semester, and took the post-test. Then their performance on the achievement test and their responses to the questionnaire were compared across the three groups. The study noted significant differences in student achievement between the control group and the R group, and between the control group and the RF group, with the students in the R group and the RF group achieving better than those in the control group. The study also found that the students in the R group were more self-directed than their counterparts in the control group. The findings of the study indicate the value of informing students of scoring rubric before implementing performance assessment.