The present study investigated students’ preferences for the types of tasks used to assess English speaking performance. It further examined whether students’ task type preferences affected their perceptions of test effectiveness. One hundred eighty-two high school students responded to a self-report questionnaire. A series of frequency analysis and paired samples t-tests were used for the analysis. The results showed that students’ most preferred task types and their least preferred ones overlapped with each other, suggesting that the task types of English-speaking performance tests used in schools are limited. The four key reasons determining students’ task type preferences were identified, including task difficulty, emotional comfort, practical value, and interest. In addition, the results indicated that students’ task type preferences could affect their perceptions of task effectiveness. Overall, the results suggest the need for developing more varied task types for English-speaking performance tests as well as helping students become familiar with English speaking performance tasks. Pedagogical implications were discussed along with study limitations.

I. 서론
II. 선행연구 고찰
    1. 영어과 수행평가의 의의 및 유형
    2. 영어 말하기 수행평가 시행 현황
    3. 영어 말하기 수행평가에 대한 교사 및 학습자 인식
III. 방법론
    1. 연구 참여자
    2. 설문지 구성 및 조사 절차
    3. 자료 분석 방법
IV. 연구 결과
    1. 영어 말하기 수행평가 과업 유형에 대한 학습자 선호 및 이유
    2. 영어 말하기 수행평가 과업 유형 선호에 따른 평가 효용성 인식
    3. 학습자 참여, 평가 단위 및 피드백 방식에 대한 학습자 선호
V. 논의 및 교육적 시사점
참고문헌

• 유인경(한국외국어대학교) | Inkyung Yu 제1 저자
• 임현우(한국외국어대학교) | Hyun-Woo Lim 교신 저자