지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
The purpose of this study is to clarify the writing performance assessment and peer assessment methodology, its reliability is verified statistically.
The writing performance assessment scoring inter-rater reliability of peer assessments to verify the statistical series for the natural male subjects in a classroom with 31 students Pearson's correlation coefficient to evaluate the reliability of the estimate colleagues. First, a primary task and analysis, peer assessment mild group scored a primary task of the peer assessment scores between the groups ‘high-middle-low' confidence level is usually low, can judge. Next, after the 3rd task analysis, peer evaluation is after the mid 3rd grade peer assessment score of project ‘high-middle-low' very high level of confidence between groups can be estimated.
The first of these results, move on since the middle of a peer assessment criteria, so students understand and evaluate than was reviously involved in properly because the levels were much higher correlation can be interpreted. Second, the peer assessment rating since the middle of the external elements of friendship, sexuality, etc., rather than favorable assessment of the internal elements, based on objective criteria is because the evaluation carried.
The writing performance assessment scoring inter-rater reliability of peer assessments to verify the statistical series for the natural male subjects in a classroom with 31 students Pearson's correlation coefficient to evaluate the reliability of the estimate colleagues. First, a primary task and analysis, peer assessment mild group scored a primary task of the peer assessment scores between the groups ‘high-middle-low' confidence level is usually low, can judge. Next, after the 3rd task analysis, peer evaluation is after the mid 3rd grade peer assessment score of project ‘high-middle-low' very high level of confidence between groups can be estimated.
The first of these results, move on since the middle of a peer assessment criteria, so students understand and evaluate than was reviously involved in properly because the levels were much higher correlation can be interpreted. Second, the peer assessment rating since the middle of the external elements of friendship, sexuality, etc., rather than favorable assessment of the internal elements, based on objective criteria is because the evaluation carried.
목차
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅱ. 동료평가와 동료피드백
Ⅲ. 연구 방법
Ⅳ. 분석 결과
Ⅴ. 결론
참고 문헌
[Abstract]
참고문헌 (39)
참고문헌 신청
1. [단행본] - 교육부 / 1998 / 제7차 고등학교 교육과정 / 대한교과서주식회사
2. [학술지(정기간행물)] - 곽재용 / 2000 / 주장하는 글쓰기의 수행 평가 방안 / 한국초등국어교육 17 : 163 ~ 185
3. [학술지(정기간행물)] - 김봉순 / 1998 / 쓰기 영역의 수행 평가 방안 / 국어교육 100 : 173 ~ 199
4. [학술지(정기간행물)] - 김성훈 / 1993 / 새로운 교육평가를 위한 인지심리학적 교육측정의 활용가능성 탐색 / 한국교육 20 : 131 ~ 154
5. [학위논문] - 남명호 / 1995 / 수행평가의 타당성 연구 : 과학 실기 평가, 실험보고서 평가, 컴퓨터시뮬레이션 평가의 비교 / 박사 / 고려대
2. [학술지(정기간행물)] - 곽재용 / 2000 / 주장하는 글쓰기의 수행 평가 방안 / 한국초등국어교육 17 : 163 ~ 185
3. [학술지(정기간행물)] - 김봉순 / 1998 / 쓰기 영역의 수행 평가 방안 / 국어교육 100 : 173 ~ 199
4. [학술지(정기간행물)] - 김성훈 / 1993 / 새로운 교육평가를 위한 인지심리학적 교육측정의 활용가능성 탐색 / 한국교육 20 : 131 ~ 154
5. [학위논문] - 남명호 / 1995 / 수행평가의 타당성 연구 : 과학 실기 평가, 실험보고서 평가, 컴퓨터시뮬레이션 평가의 비교 / 박사 / 고려대
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UCI(KEPA) : I410-ECN-0101-2010-710-002795806