예비교사의 작문 평가 문식성 관련 연구 동향 - 주제범위 문헌고찰의 적용

초록

As the significance and importance of writing assessment in classroom settings have increased, fostering writing assessment literacy among preservice teachers has emerged as a crucial task in teacher education. This study aims to identify research trends related to preservice teachers’ writing assessment literacy and compare domestic and international trends to lay the groundwork for practical teacher education and more balanced future research. According to a scoping review, studies were collected from four domestic and international databases. After applying inclusion and exclusion criteria, 24 domestic and 31 international studies were selected as the final literature sample. The results revealed that while the trends in publication year and research objectives were similar between domestic and international studies, notable differences were found in research fields, subjects, and methods. In terms of research topics, domestic studies tended to focus primarily on reliability of preservice teachers’ writing assessment scoring, whereas international studies explored both scoring and feedback in a more balanced manner. Additionally, topics addressing various aspects of writing assessment literacy, such as perspectives, perceptions, and reflections on writing assessment, were more evenly distributed in international research.

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