Research Article

K-12 학생의 디지털 다중양식 작문 평가를 위한 핵심 영역 및 기준 도출: 문헌 연구

박소희

University of Delaware

발행: 2018년 1월 · 53권 5호 · pp. 111-137

DOI: https://doi.org/10.20880/kler.2018.53.5.111

초록

본 연구는 K-12 학생의 디지털 다중양식 작문 평가를 위한 핵심 영역과 기준을 도출하기 위한 문헌 연구이다. 디지털 다중양식 작문은 텍스트, 이미지, 음성, 영상 등 다양한 양식을 통합하여 의미를 구성하는 작문 활동으로, 기존의 전통적 작문 평가 틀로는 충분히 평가하기 어렵다. 본 논문은 관련 선행 연구를 종합하여 디지털 다중양식 작문 평가의 핵심 영역과 기준을 체계적으로 정리하고, 향후 평가 도구 개발을 위한 기초를 마련한다.

키워드: MultimodalityDigital multimodal compositionMultimodal assessmentDomains and criteria of literacy assessmentLiterature review

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발행일 2018-01-01

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