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
Multisource assessment refers to a type of evaluation conducted at different levels and on various aspects by multiple persons including supervisors, subordinates, and colleagues. It includes self-assessment as well. In this paper, the concept of multisource assessment is redefined for classroom environments. To study the educational value of multisource assessment, a multisource assessment model that leverages translation editing is used in a real classroom environment.
Class observations and survey results indicate that multisource assessment is effective as it allows rich feedback from multiple participants, creates huge amount of knowledge and advances cognitive development. Three types of multisource assessment were conducted in translation classes: Student conducts ‘self-assessment’ to review and edit his/her translation assignment from his/her own perspective; classmates carry out "peer-assessments" to assess the quality of assignments from readers’ perspective; and lecturer conducts ‘teacher’s assessment’ to give comments as a specialist. These three approaches, carried out in parallel, created synergy effect, thereby raising reliability and validity. Furthermore, students were more engaged in classroom discussions, contributing different opinions on given subjects. Some issues remain unsettled, such as ‘ensuring reliability and homogeneity of peer reviews’, ‘developing more effective self-assessment tools’, and ‘streamlining processes or adjusting assessment frequency to resolve excessive time consumption problem’. Once these issues are resolved, multisource assessment is expected to present significant educational value.
Class observations and survey results indicate that multisource assessment is effective as it allows rich feedback from multiple participants, creates huge amount of knowledge and advances cognitive development. Three types of multisource assessment were conducted in translation classes: Student conducts ‘self-assessment’ to review and edit his/her translation assignment from his/her own perspective; classmates carry out "peer-assessments" to assess the quality of assignments from readers’ perspective; and lecturer conducts ‘teacher’s assessment’ to give comments as a specialist. These three approaches, carried out in parallel, created synergy effect, thereby raising reliability and validity. Furthermore, students were more engaged in classroom discussions, contributing different opinions on given subjects. Some issues remain unsettled, such as ‘ensuring reliability and homogeneity of peer reviews’, ‘developing more effective self-assessment tools’, and ‘streamlining processes or adjusting assessment frequency to resolve excessive time consumption problem’. Once these issues are resolved, multisource assessment is expected to present significant educational value.
목차
1. 서론
2. 이론적 배경
3. 감수작업을 통한 다면평가 모델 활용사례
4. 번역과제물 다면평가에 관한 설문조사
5. 결론
참고문헌
〔부록1〕다면평가 활용에 관한 설문
[Abstract]
참고문헌 (15)
참고문헌 신청
1. [학위논문] - 김민정 / 2008 / 교사 피드백과 동료 피드백이 한국어 다시 쓰기에 미치는 영향 비교 / 석사 / 이화여대
3. [학술지(정기간행물)] - 김한식 / 2008 / 통번역 강의 진행에 관한 의식조사 —통번역의 텍스트 및 피드백에 관한 설문을 중심으로 / 동일어문연구 23 : 13 ~ 29
4. [학술지(정기간행물)] - 김혜영 / 2004 / 번역 과정 중 문제 해결 전략에 대한 분석 / 통역과 번역 6 (2) : 23 ~ 38
5. [학술지(정기간행물)] - 김혜영 / 2009 / 번역교육에서의 동료 평가 및 동료 감수의 효과 / 통역과 번역 11 (2) : 39 ~ 63
6. [학위논문] - 박소연 / 2007 / 교사 피드백과 동료 피드백의 비교 연구 / 석사 / 한양대
3. [학술지(정기간행물)] - 김한식 / 2008 / 통번역 강의 진행에 관한 의식조사 —통번역의 텍스트 및 피드백에 관한 설문을 중심으로 / 동일어문연구 23 : 13 ~ 29
4. [학술지(정기간행물)] - 김혜영 / 2004 / 번역 과정 중 문제 해결 전략에 대한 분석 / 통역과 번역 6 (2) : 23 ~ 38
5. [학술지(정기간행물)] - 김혜영 / 2009 / 번역교육에서의 동료 평가 및 동료 감수의 효과 / 통역과 번역 11 (2) : 39 ~ 63
6. [학위논문] - 박소연 / 2007 / 교사 피드백과 동료 피드백의 비교 연구 / 석사 / 한양대
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UCI(KEPA) : I410-ECN-0101-2013-701-001517190