Current practise of classroom speaking assessment in secondary schools in South Korea

Lee, Sujin (2010). Current practise of classroom speaking assessment in secondary schools in South Korea M.A. Thesis, School of Languages and Comp Cultural Studies, The University of Queensland.

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads
s41938553_MA_Thesis.pdf s41938553_MA_Thesis.pdf application/pdf 741.56KB 5312
Author Lee, Sujin
Thesis Title Current practise of classroom speaking assessment in secondary schools in South Korea
School, Centre or Institute School of Languages and Comp Cultural Studies
Institution The University of Queensland
Publication date 2010
Thesis type M.A. Thesis
Open Access Status Other
Supervisor Iwashita, Noriko
Total pages 77
Collection year 2011
Language eng
Subjects L
970120 Expanding Knowledge in Language, Communication and Culture
200401 Applied Linguistics and Educational Linguistics
Abstract/Summary The present study investigates the current practice in classroom speaking assessment in secondary schools in South Korea. Teacher-based speaking assessments conducted in the classroom are not only strongly recommended in Korean educational policies but are also the only tool used to evaluate students’ oral skills in the formal schooling system. However, there has been little systematic research investigating how teachers actually assess students’ oral skills in the classroom. Therefore, this study aims to investigate the current status of classroom speaking assessment in Korean middle schools and its effectiveness in light of an alternative assessment tool and pedagogical values. The data was collected from questionnaires and interviews where teachers were the only targeted respondents. 51 Korean English teachers recently working in middle schools participated in the questionnaire and six of them were interviewed. The results have revealed that classroom speaking assessment currently conducted in Korean middle schools has broadly employed performance-based tasks and that somewhat informative feedback has been offered to students in the form of criterion descriptions plus marking scores. However there was still a strong tendency here towards traditional formal testing to measure and report learning outcomes, one which resulted in teachers having an overall pessimistic attitude towards the positive effects of such testing on teaching and learning. It is evident from this study that there is need for improvements in order to facilitate better learning outcomes in the classroom. The study provides a range of suggestions for an improvement of current practices, starting with a process to change the perceptions of teachers, students, parents and policy makers towards classroom assessment followed by practical actions such as teacher training, cooperation with an English native teacher, and downsizing the number of students per class.
Keyword South Korea
assessment design
pedagogical issues
classroom behaviour

Version Filter Type
Citation counts: Google Scholar Search Google Scholar
Access Statistics: 288 Abstract Views, 4464 File Downloads  -  Detailed Statistics
Created: Fri, 13 Aug 2010, 14:21:20 EST by Jo Grimmond on behalf of School of Languages and Cultures