In this study, we applied a model of process-oriented English assessments to primary school students during the COVID-19 pandemic and explored how they perceived it. A series of flexible process-oriented assessments were conducted in the first semester of 2022. A survey was administered to 190 fifth-grade students at the end of the semester. The data were analyzed both quantitatively and qualitatively. The respondents were classified into three categories according to their self-rated English levels. The results show that the students appreciated the assessments, and they highly valued the teacher’s feedback. Various opinions were presented on providing opportunities for re-testing, reporting results to parents, writing peer reviews in school records, and mental pressures. The process-oriented assessments were found to be conducive for the majority of the young English learners, although some students from the lower group seemed to have experienced a psychological burden. Based on the findings, suggestions are made for educators in the post-pandemic era.

1. 서론
2. 이론적 배경
    2.1. 과정중심평가
    2.2. 학교 현장과 과정중심평가
    2.3. 영어과 과정중심평가
3. 연구 방법
    3.1. 연구 설계
    3.2. 참여자
    3.3. 데이터 수집
    3.4. 데이터 분석
4. 초등영어 과정중심평가 모형 개발과 적용
5. 영어과 과정중심평가에 대한 초등학생들의 인식
    5.1. 과정중심평가의 내용과 진행 양상
    5.2. 과정중심평가의 행정적 양상
    5.3. 과정중심평가에 대한 정의적 양상 및 자유 의견
6. 결론 및 시사점
REFERENCES

• 김솔(Teacher, Hyohaeng Elementary School) | Kim Sol
• 박선호(Professor, Department of English Education, Gyeongin National University of Education) | Park Seon-Ho Corresponding Author