• English Language & Literature Teaching
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• v.13 no.2
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• pp.91-108
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• 2007

This study investigates learners' perception on their engagement in rating activities in the EFL essay-writing context. The current study aims to address the answers to the following research questions: 1) What attitude do students show about their participation in the rating tasks? and 2) which of three aspects (e.g. the degree of rating experience, the exposure to English composition instruction and learning, and proficiency level) significantly influences learners' rating activities? 104 EFL learners participated in the rater training session. After participants finished rater training session, they rated three sample essays and peer essays using the given scoring guide. Based on the analysis of survey responses that students made, students showed positive attitude toward their engagement in rating tasks. For research question 2, only L2 writing proficiency seriously affected students' perception on the rating tasks. Advanced level of subjects did not feel stressed by a grade of peers as low level of subjects did. They were also critical about the benefits of self- and peer-assessment, suggesting that a peer's feedback on their own essay was not so useful and that a self-rating does not fully help learners identify their writing proficiency.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.147-166
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• 2006

This study investigates the effect of misplacement in a written Computer-delivered ESL Placement Test (CEPT) context. The study aims to address the following two research questions: a) which scoring rubric features cause the misplacement of ESL learner's writing scores? and b) which scoring rubric features improve ESL learner's writing scores? Thirty-four international examinees took the test and participated in surveys at the University of Illinois. Twelve examinees of them attended the CEPT workshop test. In the workshop test, they carried out self-evaluation on their first essays using a scoring rubric and compared with expert raters' results. After the workshop, the examinees responded to a survey and interview. For the first research question, the results of the survey and interview addressed that the majority disagreed with the raters' rating results. The self-evaluation results also indicated that their misunderstanding of organization feature caused the misplacement. For the second question, the CEPT workshop scores were improved due to the score improvement in the organization feature while the contribution of other features to the total scores was little. Most of the examinees pointed out that a lesson on the scoring rubric enhanced their understanding of the writing features of the rubric so that their placement scores were generally improved.

• Journal of the Korean Chemical Society
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• v.65 no.6
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• pp.455-467
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• 2021

The purpose of this study was to investigate the impact of negotiation-based peer and self-assessment activities on science-gifted students' modeling and students' perceptions of the impact of these assessment activities on modeling. For this purpose, 92 students in the 11th grade of a science high school, in a metropolitan city, were selected to conduct peer assessment, self-assessment, and science writing activities with four topics of Advanced Chemistry. The students' modeling was analyzed in terms of 'structuring scientific concepts', 'logic', 'multiple representations' and 'communication'. Based on the results, the mean scores of modeling increased for each element of evaluation according to the progress of assessment activities. Students' responses in the survey and interviews showed that students perceived the results of student assessment activities as valid, students also recognized the benefit of these assessment activities by referring to the assessment results before their next writing assignment.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.339-356
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• 2011

This study explored pre-service English teachers' participation in the development of a rubric and examined evaluation of their own English poetry. The current study would investigate: 1) the pre-service English teachers' perception as a rubric developer and self-evaluator, 2) the number of analytic area that the participants included in their rubrics and the scoring scheme that they designed in their rubrics, and 3) the inter-rater differences between self-assessemnt and expert-assessment across analytic areas. Twenty-four EFL learners participated in the current study. The researchers analyzed the learners' own English poetry, their field notes which contained the process of their writing, their rubrics, scores of self-assessment, and expert raters' scores. The results revealed that learners showed positive responses on learner-directed assessment, that 'content' is the most important area, and that inter-rater difference is small across all analytic areas.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.347-360
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• 2016

This study focused on the use of student assessment activities to investigate the impact on reflective thinking in Argument-based Inquiry. The participants of the study were 166 10th grade students (six classes). Over one semester, students participated in five ABI programs that we developed. The experimental group (84 students) was taught Argument-Based Inquiry with students' self and peer assessment activities. The comparative group (82 students) was taught without the activities. We analyzed students' reflective writing to investigate how the student assessment activities influenced the students' reflective thinking. We also used the interviews and surveys to examine the validity of student assessment activities. According to analysis of the reflective writing, the experimental group had a significantly higher mean score than the comparative group in the 3rd and 5th writing. The ratio of students who showed a metacognitive level of reflection with regard to analysis of inquiry process, understanding of learning, and change of thinking increased in both groups, but the experimental group's ratio was higher than the comparative group's. The result of analysis of the reflective practice showed that the ratio of the experimental group's students who reached the metacognitive level of reflection in their writing increased, while the comparative group's decreased. Therefore, we conclude that student assessment activities can create a learning environment that facilitates student participation, increases the students' engagement in the learning process, and can be used as a tool to scaffold learning.

• School Mathematics
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• v.3 no.2
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• pp.325-354
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• 2001

The study aims to develop balanced performance assessment tasks for primary school mathematics which can be implemented in the primary school easily. In order to these purposes, I suggest the types of performance assessment tasks and the framework of assessment standards for the balanced performance assessment with describing the procedures of developing tasks and rubrics. The types of task are journal writing, problem posing, constructed task, and descriptive task. In the framework of assessment standards, I suggest holistic scoring which are classified as four levels according to the degree of excellence which students perform totally concerning about the criterion of implication, reasoning, accuracy, and communication. Also I analyse the responses of children to the task “make a beautiful pattern” and suggest its assessment rubric and anchor papers for each level for illustrating the process of developing a rubric in holistic scoring. In order to reflect the viewpoints of children and their Parents concerning about the tasks, the responses in self assessment and parent assessment are analysed. Finally, methods of implementing the assessment tasks and considerations are discussed.

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.289-306
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• 2009

In this study, pre-service teachers who would be mathematics teachers of secondary school wrote the journal about learning mathematics. Journal writing helped pre-service teachers' math learning. Pre-service teachers could think mathematics reflectively, inquire it, represent their affectivity, plan the self-directed learning, and have the records of learning. They considered the educational issues as instructional methods, organization and management of instruction, assessment, and attitude of teacher. As well, they thought that journal writing was important in learning mathematics and how they would apply their students. Journal writing was meaningful to pre-service teacher education in cognitive and situative aspects.

• Journal of the Korea Convergence Society
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• v.10 no.12
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• pp.503-510
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• 2019

This study aimed to analyze the effects of nursing students' learning motivation, learning attitude and academic self-efficacy on their application of reflective journal with teaching feedback. For this retrospective comparative study data from 190 undergraduate students in the health assessment skills course from 2018 to 2019. The collected data were analyzed by chi-square test, independent t-test, Ancova. After writing reflection journal with teaching feedback showed significant difference in learning motivation(t=2.10, p=.037) and learning attitude (t= 4.54, p=.034) compared to writing reflection journal without teaching feedback. However, no significant difference was found between reflection journal with teaching feedback and reflection journal without teaching feedback. These results suggest writing reflection with teaching feedback is an effective strategy for improving learning motivation and learning attitude.

• The Mathematical Education
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• v.43 no.2
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• pp.163-175
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• 2004

We believe new assessment strategies and practices need to be developed that will enable teachers and others to assess students' performance in a manner that reflect the 7th Korean curriculum reform vision for school mathematics. This research was conducted to develop the assessment tasks based on the current literatures such as National Council of Teachers of Mathematics (1999) and Korea Institute of Curriculum & Evaluation(KICE, 2002, 2003) in quadratic functions of the secondary school and to find the effect of these tasks by classifying students' responses. The research instrument were composed of three criteria, the previous knowledge, the application of quadratic functions, and the general properties in functions. The research data were collected from 32 high school students in a suburb of Seoul and sorted by their similarities and differences in mathematical understanding. Through the research, we could know more than ever before about how the students learned mathematics and about how to improve teachers' mathematical instruction.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.45-68
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• 2012

This study aims to investigate the different opinions about feedback given to high level Middle School students about their writing.18 students in the Gifted Program participated in the study. They were divided into three groups through their presurvey answers according to their language learning opportunities and genders. Students language self-assessment was compared with achievement as well. Three times of students' written work were collected. They then received feedback from the teacher and their two peers respectively. With the teachers' and peers' feedback, they completed their final draft. The study then examines how much the students take feedback practically from the different feedback givers. Examples of formative and corrective feedback were arranged to find out the differences in the students practice when giving and taking feedback. These Gifted class students showed that they didn't care much about who gave them the feedback, instead they cared more about how much language competence they presumed the feedback giver had. Implications of the findings are discussed and future study is suggested.