The purpose of this study is to explore how pre-service English teachers assess English comic strips using their own rubric. Twenty-five pre-service teachers participated in this research. They drew a four-frame comic strips, defined the constructs for the assessment of English comic strips, designed the rubrics, and rated their and peer’s comic strips with their own rubrics. After then, they responded to the survey. The researcher analyzed the rubrics pre-service teachers had generated and identified five scoring areas (task observance, language use, content, drawing) and nine semi-components. The researcher found that while pre-service teachers assigned many scores to task observance and content, they put on the least weight on the quality of cartoon drawing. Pre-service teachers also had different views on the construct of creativity, which led to relatively large discrepancy between self and peer assessment. While survey respondents experienced difficulty in giving accurate scores, they had positive attitude toward the assessment of the creativity in English comic strips. They finally commented that they had built self-confidence as a prospective rater.
- 주제 : 어문학분야 > 영어학
- 발행기관 : 한국멀티미디어언어교육학회
- 간행물 : Multimedia-Assisted Language Learning, 24권 4호