Master of Arts in Teaching (MAT)
This paper details collaborative professional development with a focus on classroom assessment and evaluation of Korean University students. The observations, opinions, and conclusions reported herein are based on committee work carried out by the author at Dongguk University during the fall semester of 2007. Members of the committee were first asked to define areas of assessment and evaluation of students that either interested them, or that they found problematic. Through methods described in this paper (journaling, committee meetings, materials sharing, observation and feedback), each team member had opportunities to actively reflect on their own practices, to both articulate and challenge beliefs about assessment and evaluation, and to use their team members as immediate resources for professional development. The context in which this work was done is explained in detail. Key areas of this reports content include homework, notions of communicative competence, the teacher’s impact on students in the classroom testing environment, and developing analytic rubrics. Detailed reports are given about the relationship between the aforementioned methods and content areas that were examined, and how having a framework for working with others greatly aided in reflection, articulation, and action.
Educational Assessment, Evaluation, and Research
Wendel, John Steere, "A Peer Assisted Approach to Assessment and Evaluation in a Korean University" (2009). MA TESOL Collection. 413.