An Attempt to Improve Course Evaluation Methods Using Story Retelling Tasks

Abstract

This paper aims to improve course evaluation methods for a Japanese language class that incorporates story retelling tasks. The author identifies issues with the current evaluation system, which focuses primarily on knowledge assessment rather than performance evaluation. The study proposes a revised evaluation framework that includes both formative and summative assessments, considering the cognitive processes involved in retelling activities. The new approach incorporates portfolio assessments and audio data analysis, utilizing rubrics based on the Common European Framework of Reference for Languages (CEFR-CV). The author emphasizes the need for further practical implementation and verification to enhance the validity, practicality, and reliability of the proposed evaluation method.