earticle

영어

The purpose of this study is to find out the effects of self-evaluation, peer-evaluation and teacher-evaluation on students’ English microteaching competence and investigate students’ perception of those evaluations in the process-focused assessment. The participants of the study were 20 students in their senior year. The findings are as follows: the 19 students report that the self-evaluation, peer-evaluation and teacher-evaluation helped to enhance their abilities in English microteaching. The students considered the teacher-evaluation as the most helpful and they chose the teacher-evaluation to get themselves assessed for their English microteaching among those 3 evaluations. The reasons of their choice were that teacher-evaluation is expert and objective assessment. Although self-evaluation and peer evaluation were big helps for the students to improve their English microteaching competence in the process-focused assessment, it was found out that the students rely on teacher-evaluation more than the other evaluations for their study. If right perception of self-evaluation and peer-evaluation as formative assessments were established, process-focused assessment by driven students would be performed on the right track.