earticle

영어

This paper will assess current project-based Korean classes to pinpoint and reveal the lack of principle in evaluating students’ range of achievements in class, and then suggest effective principles and methods for the process-oriented evaluation of the class. Section 2 examines the characteristics of the project-based classes and the evaluation methods for those Korean classes. Section 3 builds off these characteristics and focuses on the analysis of project-based classes in the institution of Korean education. Section 4 establishes the evaluation principles for the project-based Korean classes, which include the integration of learning and evaluating, constant evaluation, evaluation using various methods, clarity in evaluating criteria, and the reinforcement of individual feedback. The detailed process and methods of the evaluation on the project-based Korean classes are suggested. The project-based Korean classes are designed to help students not only improve their Korean language skills, but also develop their critical thinking, problem solving, and collaboration skills. The assessments should be a continuation of this learning and should be conducted for the purpose of helping students acquire Korean communication skills and become competent in many other ways. The process-based assessments in project lessons will help students learn, and the information gained from the process can be used to improve future lessons. This paper is meaningful in that it presents the principles of process-based evaluation in the project-based Korean-classes and guides the evaluation design. The development of specific evaluation methods, detailed evaluation strategies, various evaluation data and evaluation forms for various types of projects should be further researched.