This study investigated the effects of self and peer evaluations and learners’ involvement on the development of assessment criteria in higher education English literature classes. A total of 40 college students participated in the study, extracting five main criteria with 10 sub-standards to assess their group assignments and conduct self- and peer evaluation on their presentations. The results of the learners’ selfand peer assessments were compared with instructor’s assessments and their final grades using one-way ANOVA and correlation analysis. The study also examined the correlation among the assessment criteria to find which factors affected learning outcomes. The study concluded that their participation in the development of assessment criteria positively, affected their critical thinking ability and the selection of subjects for the group presentations. Logicality of writing also affected the outcomes of final assessments. The study concluded that self- and peer assessments can be highly effective in learning processes when learners actively participate in setting the assessment criteria.

I. 서론
II. 이론적 배경
    1. 학습과정으로서의 동료평가와 자기평가의 유용성
    2. 학습자의 평가준거 개발 참여가 학습에 미치는 영향
III. 연구 방법
    1. 연구 대상
    2. 연구 도구
IV. 연구 결과
    1. 평가 10개 하위준거별 자기평가와 동료평가, 교수자 평가 결과 분석
    2. 평가 대준거별 자기평가와 동료평가 점수와 기말시험점수와의 상관관계분석
V. 결론 및 제언
참고문헌

• 김혜진(전북대학교 영어영문학과) | Kim Hyejin
• 장선영(한성대학교 상상력교양대학) | Chang Sun Young 교신 저자