A Study on the Variables Affecting the Expertise of Korean Language Teachers in Essay-type Assessments

Objectives The purpose of this study is to explore the factors influencing the essay-type assessment expertise of Korean language teachers and to derive implications for enhancing their expertise in this area. Methods To achieve this, a self-report questionnaire was administered to 223 Korean language teachers to analyze their overall level of expertise in essay-type assessment. Subsequently, multiple regression analysis was applied to identify the ‘background’ and ‘expertise’ variables of Korean language teachers that affect their level of expertise in essay-type assessment. Results The study found that the overall essay-type assessment expertise of Korean language teachers was close to the level of ‘understandable and applicable’. However, the level of expertise related to ‘utilizing the results of essay-type assessments’ was reported to be relatively low. The multiple regression analysis revealed that ‘implementation experience’, ‘teaching experience’, and ‘degree’ were significant factors influencing essay-type assessment expertise. In particular, ‘implementation experience’ was identified as a variable affecting all sub-factors of essay-type assessment expertise. Regarding ‘teaching experience’, it was found that teachers with less experience (5 years or less, 11-20 years) perceived their essay-type assessment expertise higher in some factors compared to highly experienced teachers (21 years or more). Conclusions Considering the characteristics and limitations of the self-report questionnaire, the following conclusions were drawn: First, measures to enhance the ability to utilize the results of essay-type assessments need to be established. Second, the burden on schools regarding the implementation of essay-type assessments should be reduced, and long-term modular training that links theory and practice, knowledge, and application should be developed. Third, a valid assessment tool that can correct measurement biases should be developed and implemented, and customized training curricula considering the individual assessment expertise levels of Korean language teachers should be operated.