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Research about sino Korean teachers’ knowledge of assessment - with in the boundaries of a focus on PCK assessment consulting-based supervision
Journal of Korean Classical Chinese Literature
Abbr :
한문고전연구
2011, 23(1), pp.313-340
DOI : 10.18213/jkccl.2011.23.1.012
Publisher : The Classical Chinese Literature Association of Korea
Research Area : Korean Language and Literature
2011, 23(1), pp.313-340
DOI : 10.18213/jkccl.2011.23.1.012
Publisher : The Classical Chinese Literature Association of Korea
Research Area : Korean Language and Literature
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Since 2007, the Gyeonggi-do education office has been conducting a consulting-based supervision that emphasizes on advice and consultation rather than direction-based supervision. It has been carried out through the division of lesson and assessment. Many schools have become interested in this method. It has had a good influence on the sino Korean teachers’ professionalism, especially considering that schools have only one or two sino Korean teachers on staff. According to sino-Korean assessment consultants, sino Korean teachers often failed to observe general guidelines of assessment and dealt with their assessment carelessly. This is good evidence to show that there is an absence of assessment professionalism in the evaluation of learners. When considering assessment consulting, sino Korean teachers should possess assessment knowledge in evaluating the sino-Korean subject. Assessment knowledge as a means of evaluating sino-Korean subject could be divided into subject content, assessment content and learner behaviors. Knowledge about the content of subjects includes course and subject content. There are subcomponents of knowledge with respect to assessment content such as specifications, questions, answer sheets, editing and question types. Knowledge about learner behaviors includes a percentage of correct answers, induced wrong answers, degree of learner response and knowledge of application of assessment results. Sino-korean teachers could not perform well in their assessment of sino-Korean subject. An assessment consulting has contributed to sino Korean teachers’ professionalism. If sino-Korean teachers applied for consulting for themselves and the consulting carried out continually, professionalism of sino-Korean teachers would be expected to improve.
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