중학교 소설지도에 있어서 수행평가의 모형제시와 활성화

김정현 충남대학교 2000 국내석사

1. Purpose of the Study The newly revised seventh education curriculum starting in 2001 is an education system focused on learner-centered and level curriculum based on self-regulation and creativity. It emphasizes rearing autonomous and creative Koreans who can lead globalism and Information Age of 21th century. So the aspect of teaching-learning activity at school came to change largely. And it is so natural that the evaluation system of education should be changed anew. Therefore this study is to improve evaluation method which was pointed out in teaching novels and to contribute about the creation of Korean language culture and language use ability of the students that new era requires. By considering "revitalizing method of Student Performance Assessment in teaching novels for middle school", I want this study to be a useful one for the attainment of effective novel education. 2. Method of the Study This study shows the problems in the Student Performance Assessment in teaching novels and its solution. Furthermore, it represents the model of Student Performance Assessment in the unit of novel in adopting student performance assessment during the novel class. And taking aim at exposing the "revitalizing method of student performance assessment in teaching novels for middle school", I carried out this study under the process like this: 1) The examination on the evaluation problem in teaching novels. 2) The analysis about the reality of Student Performance Assessment at the unit of novel. 3) The examine of Student Performance Assessment at the unit of novel. 4) The presentation of Student Performance Assessment at the unit of novel. 5) The presentation of revitalizing method of Student Performance Assessment in teaching novels for middle school. 6) Results and Suggestions 3. The problem of novel teaching at middle school Novel is one of categories of fictional literature expressing human life manufactured by writer's imagination. Because of that aspect that tells about human life, it accomplishes very deep educational effect. Therefore, teaching novels can make a student relish the works rightly, and share deep experience of human life and as a result, to make one look back on oneself and the real world through this fictional world. Nevertheless, the most biggest problem of the current evaluation in the unit of novel is that it only concenturates on the intellectual or a certain scope of human ability. But as we know, the novel can be understood, enjoyed and touched by us as a work itself and after that we can accept and create the literary culture. Therefore, the activity of evaluation ought to be planned and practised with educational purpose. The most frequently mentioned Student Performance Assessment suggests a new way at educational evaluation for the Information Age and all the more, it is a point of view presenting new direction of teaching-learning activities. Now the most frequently used methods of Student Performance Assessment are discriptive test, writing test, oral test, discussion, skill test, experiment × practice method, interview, observation, self-evaluation, fellow worker evaluation, research paper and portfolio. As it is generally known, the point of the 7th education curriculum is for the individuated level studying focused on each student's capacity and talent. The way of its execution is to extend the capacity of self-regulation study. The final goal of learning is to develop the higher thinking ability like the power of thought, creativity and problem-solving ability. And as the evaluation of learning adopts Student Performance Assessment, more research about the unit of novel in Korean class is demanded. On the other hand, as the result of inquiry from both students and teachers says, the Student Performance Assessment in the unit of novel is not revitalized yet. The main reasons are the problems of validity in evaluation owing to overpopulated class, the burden of excessive work of teacher, the limitation of a class and above all, the lack of understanding of the students and the teacher's neglect of preparation. So, from now on the Student Performance Assessment in the unit of novel should go on as follows: 1) The Student Performance Assessment in the unit of novel ought to be centered on the whole of appreciation. 2) The Student Performance Assessment in the unit of novel ought to go in harmony with intellectual realm and emotional realm. 3) The Student Performance Assessment in the unit of novel ought to go in a way regarding literary experience. 4) The Student Performance Assessment in the unit of novel ought to consider the evaluation about understanding process of literary works as an important one. 4. The model of Student Performance Assessment in the unit of novel In the study, I proposed the model of Student Performance Assessment in the unit of novel. As a model of Group Performance Assessment, they are as follows: Reconstructing the contents of a novel. Grasping the central matter. Writing the changed point of view at a limited contents of a novel. Understanding the process of structure in a novel and creating the work. The moot court on the characters of a novel. Writing the sequels of a novel in turn. Rewriting into drama. Rewriting the story with changed character. The unit of novel class and the evaluation plan at middle school. Recording of lessons. Group formation chart and fellow worker evaluation paper. Next, as a model of Individual Performance Assessment, they are as follows: Writing diary of reading, Making reading puzzle, Manufacturing book advertisement, Recording counseling journal and Making journal of after reading impression. 5. The revitalizing method of Student Performance Assessment in the unit of novel On the basis that we have looked through, the revitalizing methods of Student Performance Assessment in teaching novels at middle school are as follows: First, throughout the study and training, more teachers need to have special groundings about Performance Assessment and the establishment of assistance of both administrative and financial support system is needed. Second, in order to enhance the validity and reliability of evaluation, the teacher ought to develop a lot of basic materials like the goal of evaluation, examplified questions, barometer of evaluation, the standard chart for grade and the point of evaluation by the unit, term, and school year. Third, under the current situation of school in Korea, it is impossible to apply the Student Performance Assessment to every subject and exam. So, we must make higher proportion according to the maturing rate of process suitable for a condition. Fourth, the shock from changing all evaluations into the Student Performance Assessment can be reduced by previous notice about exact goal and method of the evaluation to the students. Fifth, the right of teacher's teaching and evaluation must be guaranteed and at the same time, the teacher ought to have responsibility about the result. Sixth, educational investment to reduce the number of students per teacher ought to come first. Seventh, the flexible operation of Korean class ought to be activated. 6. Results and Suggestions The results of the study were as follows: Finally, in the realm of novel, the Student Performance Assessment activities produce more meaningful evaluation results by adopting new evaluation system which is suitable to a new outlook of knowledge and learning. And by trying to connect the lesson and evaluation so close, they help each student to grow and develop their achievement level by the more synthetic diagonsis. Therefore, the Student Performance Assessment activities will be a chance to put our current educational situation into one more step higher.

중학교에서의 활동 중심 소설 교육을 위한 수행평가 연구

박지영 서울시립대학교 2011 국내석사

ABSTRACT This study was designed to devise concrete process and procedure for performance assessment of the activity-centered novel education and examine its utility, by actually applying it to educational sites and carrying out its assessment with the actual assessors. This study has significance, since it provides useful data enabling more reasonable performance assessment in educational sites, by concretely proposing practical alternatives of performance assessment through sufficient reviews regarding teaching-learning purposes in the literature class of the 7th curriculum to make the activity-centered novel education implemented properly. Assessment is meaningful when reflecting the results of achievement measured on the original purposes to teaching-learning methods. Nevertheless, there are still many educational sites where focus on assessing the results of achievement only without plans of how to connect teaching-learning purposes to assessment methods. As the result, it has led to lots of problems to concentrate on the 'knowledge'-centered assessment only, even though the actual classes are performed with 'activities'. In novel education, the learner's activity-centered performance assessment should be activated in order to judge appreciation levels of learners and improve their critical thinking skills and creativities. For achieving these purposes, this study was conducted as follows. First of all, Chapter 2 aims to examine teaching-learning methods and assessment plans in the literature class of the 7th curriculum revised to prove the efficiency and utility of the activity-centered performance assessment in novel education and then, demonstrate what the activity-centered performance assessment in novel education is suitable for purposes of the 7th curriculum revised, based on activity-centered literary views, various domestic and foreign theories of performance assessment and theories of literary communication. Chapter 3 focuses on considering the activity-centered performance assessment in novel education more definitely. First of all, principles of novel education are examined and the necessity of student's activity-centered performance assessment in novel education is proven. Then, two fundamental principles of novel performance assessment are investigated and a variety of the existing novel performance assessment methods are inspected. Also, a procedure model, 'Performance assessment planning - Performance assessment tool developing - Performance assessment guidance and application - Performance assessment results analysis - Feedback of results' is revised to plan and implement a proper performance assessment. Based on them, Chapter 4 targets on applying the activity-centered novel performance assessment developed to educational sites actually and analyzing its results. For this activity, firstly, using total 5 performance assessment methods suggested in this paper, diverse after-reading activities such as 'Making lyrics', 'Expressing in poetic language', 'Making character webs', 'Drawing hearts', 'Analyzing characters', 'Comparison and analysis' and 'Interview' were performed. Secondly, varied performance assessments were carried out in connection with media. They started from the perspective that performance assessment method needs to change, according to the trend of the times, as the 7th curriculum puts stress on media and students are closely related to it, today. Performance assessments were decided into passive media activities to find out some cases that novels changed into movies, musicals and plays, and comparing and appreciating them, and positive media activities to express appreciation results of novels in animation and UCC. As the result, the largest number of students participated in these activities, among various activities. Thirdly, performance assessment which combines reading novels with writing essays and discussion activities, was implemented. Recently, essay and discussion are being highlighted as hot topics in Korean language class. Commonly, students have difficulties in approaching essay and discussion activities with non-literary materials, but when asking them to do after-reading activities including writing essays after appreciating novels and discussing values of novel characters in groups, most of students were interested in them and approached them more easily. While various after-reading activities suggested previously focus on writing, this activity focuses on combining speaking, listening, reading and writing together, and thus has big significance. Reading Resume was the fourth performance assessment method. The most important thing about this activity is that it helps students review and reflect on their reading activities and setting up proper reading plans by themselves. In this study, reading resume of this researcher was first developed and used for helping students understand this activity. Lastly, students were asked to read novels for 10 minutes for performance assessment. This activity helps students create a calm atmosphere, by reading books before the class without making a loud noise, and that's its biggest strength. It is a meaningful activity-centered performance assessment, since beyond the meaning of 'assessment', it helps students choose books suitable for their levels with interest, accept and appreciate them, and create new results based on them, as a teaching-learning process. Based on these activities, following results were derived. Firstly, when concretely applying procedures and methods of the activity-centered performance assessment to the actual novel class, students positively took park in and reacted to it. Secondly, the activity-centered novel performance assessment helps students improve their appreciation abilities of novels creatively and deeply. Thirdly, the activity-centered novel performance assessment is appropriate to highlight characteristics of novels and achieve purposes of novel education. In conclusion, these results imply that the student's activity-centered performance assessment in novel education is consistent with Korean language purposes in the 7th curriculum to cultivate mature cultural citizens, by developing students' abilities to understand a variety of lives and improving aesthetic emotions, accepting or producing literary works. 본 연구는 활동 중심 소설 수행평가 방법의 구체적인 과정과 절차를 구안하고, 이를 실제 현장에 적용, 실제 평가자에 의해 평가를 실시하여 그 효용성을 알아보는 데 목적을 갖고 시행하였다. 따라서 본 연구는 개정 7차 교육과정 중 문학교육과정의 교수 학습 목표에 대한 충분한 검토를 거쳐 활동 중심의 소설교육이 현장에서 제대로 이루어질 수 있도록 수행평가의 현장적 대안 방법을 구체화하여 제시함으로써 현장에서 보다 타당한 수행평가가 이루어질 수 있도록 하는 유용한 자료를 제공한다는 데에 의의가 있다. 평가는 본래 목표에 대한 달성도를 측정해서 그 결과를 교수-학습에 반영할 때 의미가 있다. 그럼에도 불구하고 현장에서는 목표와 평가의 방식을 연결하여 계획을 세우지 않고 결과물만을 가지고 평가하는 경우가 많다. 이로 인해 실제 수업은 ‘활동’으로 이루어지나 결국 평가는 ‘지식’ 중심이 되는 결과를 낳아버리는 문제를 발생시켰다. 소설교육에서 학습자의 감상 수준을 판단하고 비판적 사고력, 창의력 등을 신장시키기 위해서는 학습자 활동 중심의 수행평가가 활성화되어야 한다. 본 연구는 다음의 과정으로 진행되었다. 제 2장에서는 소설교육에서 활동 중심 수행평가의 효용성을 증명하기 위해 먼저 개정 7차 교육과정의 문학 영역 교수-학습 및 평가 계획을 살펴보고, 활동 중심의 문학관과 국내외의 다양한 수행평가 이론, 문학소통이론을 바탕으로 활동 중심의 소설 수행평가가 개정 7차 교육과정의 방향에 부합하는 평가의 방식이라는 것을 확인하였다. 제 3장에서는 활동 중심 소설 수행평가를 좀 더 명확히 검토해 보았다. 먼저 소설 교육의 원리를 살펴보며 소설교육에서 학생 활동 중심의 수행평가가 필요한 것임을 증명하고 소설 수행평가의 두 가지 기본 원리를 밝히며 기존에 제시되었던 다양한 소설 수행평가의 방법을 점검해 보았다. 또한 수행평가를 계획하고 시행하기 위한 절차 모형을 모색하여 ‘수행평가 계획하기-수행평가 도구 개발하기-수행평가 안내 및 적용하기-수행평가 결과 분석하기-결과 피드백하기’의 모형을 구안했다. 이를 바탕으로 제 4장에서는 활동 중심 소설 수행평가를 직접 개발하여 적용한 과정과 결과를 분석하였다. 본고에서 제시한 소설 수행평가는 모두 다섯 가지 방식이었다. 첫 번째로 노래 가사 만들기, 시로 표현하기, 인물망 만들기, 추리해 보기, 마음 그리기, 인물 분석하기, 비교 분석하기, 인터뷰하기 등의 다양한 독후 활동을 살펴보았다. 두 번째로는 소설을 매체와 관련시켜 다양한 수행평가를 시행하였다. 개정 7차 교육과정에서 매체를 중시하며 요즘 학생들도 매체와 매우 밀접한 관련을 갖고 있기 때문에 시대의 흐름에 맞춰 수행평가의 방식도 변해야 한다는 관점에서 시작한 수행활동이었다. 이 수행평가는 소설이 영화, 뮤지컬, 연극 등으로 바뀐 예를 찾고 비교 감상하는 소극적인 매체 관련 활동과 소설을 감상하고 그 결과를 애니메이션, UCC 등으로 표현해보는 적극적 의미의 매체 활동으로 구분해 시행했는데 학생들의 참여도가 가장 좋은 활동이었다. 세 번째 활동으로는 소설 읽기와 논술, 토론 활동을 연계한 수행평가를 실시했다. 최근 학교 현장에서 국어과의 화두는 논술과 토론이다. 흔히 학생들이 비문학적인 제재를 가지고 논술과 토론에 접근하면 어려워하는 경우가 많은데 소설 작품을 감상하고 등장 인물의 가치관 등을 주제로 모둠별 토론을 하고 그 결과를 논술을 비롯한 독후 활동으로 실시해보았더니 비교적 재미있고 쉽게 접근하는 경향을 보였다. 앞서 제시했던 다양한 독후 활동이 쓰기 활동에 중점을 둔 수행평가라면 이 활동은 말하기와 듣기, 읽기, 쓰기가 결합된 활동이라는 점에서 큰 의미를 갖는다고 할 수 있다. 네 번째 수행평가로 활용했던 방식은 바로 독서 이력서였다. 이것은 평가를 위한 의미도 있지만 그것보다는 학생들이 자신의 독서에 대해 점검, 반성해보고 독서 계획을 세우는 데 도움을 준다는 의미가 더욱 컸다. 그래서 연구자 본인의 독서 이력서를 먼저 만들어 학생들에게 제시하였다. 마지막 다섯 번째 수행평가 활동으로 10분 소설책 읽기를 제시하였다. 이 수행평가는 교사 개인적으로는 수업 시작 전 책을 읽음으로써, 큰 소리 내지 않아도 쉽게 차분한 분위기를 만들 수 있다는 점이 가장 좋았다. 이 활동은 수행평가가 단순히 ‘평가’의 의미를 지니는 것이 아니라 교수-학습의 과정으로 소설에 흥미를 가지고 자신의 수준에 맞춰 책을 선택하고, 수용·감상하며 창작에 이르는 과정에 이르는 하나의 방법이라는 점에 비추어봤을 때 의미 있는 활동 중심의 수행평가라 할 수 있었다. 이러한 결과를 토대로 본고에서는 다음과 같은 결론을 얻었다. 첫째, 활동 중심의 소설 수행평가의 절차 및 구체적인 방법의 적용은 소설 수업에서 학생의 적극적인 참여와 반응을 유도했다. 둘째, 활동 중심의 소설 수행평가를 통해 학생들의 소설에 대한 창의적이고 깊이 있는 문학에 대한 감상 능력이 신장되었다. 셋째, 활동 중심의 소설 수행평가는 소설의 특성을 살리고 소설교육의 목적을 달성하는 데 적합한 평가 방식이다. 결론적으로 학생 활동 중심의 소설 수행평가 방법은 문학을 수용하거나 생산하면서 인간의 다양한 삶을 총체적으로 이해하는 능력을 기르고 심미적 정서를 함양하여 성숙한 문화 시민을 양성하고자 하는 개정 7차 교육과정의 국어 교육 목적에 부합하는 것임을 알 수 있다.

중학교 소설교육에서 수행평가 방법 연구-활동철 평가를 중심으로-

김은기 동국대학교 2004 국내석사

종전의 문학 평가 방식은 비교적 측정하기 쉬운 단순한 인지적 영역에만 평가의 초점을 둠으로써 학습자의 문제해결 과정이나 고등사고 기능에 대한 평가 및 개인의 특성을 전체적으로 조망하기 어렵다는 문제점을 지니고 있다. 이에 대한 대안으로 등장한 것이 수행평가(performance assessment)이다. 수행평가는 학생 스스로 자신이 알고 있거나 생각하고 있는 것을 나타낼 수 있도록 답을 구성하거나, 발표하거나, 산출물을 만들거나, 행동으로 나타내도록 요구하는 평가이다. 이때의 행동은 신체를 움직이는 것만을 의미하는 것이 아니라 말하거나, 듣거나, 쓰거나, 그리거나, 만들거나, 더 나아가서 그것을 준비하는 과정까지도 포함하는 인간의 모든 활동을 의미한다. 최근의 국어교육에서는 수행평가 원리에 기초한 구체적인 수행평가 방법들이 지속적으로 이루어지고 있다. 이에 본 연구에서는 소설교육에서의 활동철 중심의 국어과 수행평가 방법을 실제 학교 현장에서 적용할 수 있도록 교수-학습 과정과 평가 방법을 상세히 기술하여 제7차 교육과정의 국어과목 소설교육 수행평가의 한 방향을 제시하였다. 제7차 국어과 교육과정과 교육목표를 분석하고 이에 근거하여 소설교육의 평가 방법 및 평가 절차를 구안하고 적절한 평가 준거를 설정하였다. 실제 이를 중학교 2학년 학생들에게 적용하였고, 수행평가가 피험자들에게 미치는 인지적, 정의적 효과를 분석하였다. 또한 수행평가의 일반화 가능성을 확인하기 위하여 평가자의 평가 결과에 대한 타당도와 평가자간 신뢰도를 구하였다. 이를 위해 본 연구에서는 다음과 같은 연구 문제를 설정하였다. (1) 중학교 소설교육에서의 활동철(portfolio) 평가 중심의 수행평가 방법의 평가 절차는? (2) 중학교 소설교육에서의 활동철(portfolio) 평가 중심의 수행평가가 학생들에게 미치는 정의적 반응은 어떠한가? (3) 중학교 소설교육에서의 활동철(portfolio) 평가 중심의 수행평가가 학생들에게 미치는 인지적 반응은 어떠한가? (4) 중학교 소설교육에서의 활동철(portfolio) 평가 중심의 수행평가 방법의 타당도와 평가자간 신뢰도 수준은 어떠한가? Ⅱ장에서는 본 연구의 기반이 되는 이론적 배경으로 문학 수행평가의 원리와 방법에 대해서 알아보았다. Ⅲ장에서는 문학 교육과정과 교육목표를 바탕으로 해서 수행 평가 절차를 기존의 이론들을 종합하여 새롭게 구안하였고, 그에 맞는 체계적인 학습 절차를 제시하였다. 특히, 대안적 평가 방법 가운데 하나인 '활동철(fortfolio)' 평가를 중심으로 해서 구체적이고 다양한 지도 방법을 제시하였다. Ⅳ장에서는 적용한 결과를 분석하여 인지적, 정의적 효과를 검중하고 학생들의 활동철 양상을 분석하여 소설교육에서의 활동철 중심의 수행평가의 의미를 살펴보았다. 끝으로 Ⅴ장에서 본 연구의 결론과 제언을 제시하였다. 본 연구에서 얻은 결론은 다음과 같다. 첫째, 중학교 소설교육에서의 활동철 중심의 국어과 수행평가 방법을 실제 학교 현장에서 적용할 수 있도록 교수-학습 과정과 평가 방법을 상세히 기술하여 제7차 교육과정의 '소설' 수행평가의 한 방향을 제시하였다. 둘째, 중학교 소설수업에서의 활동철 중심의 국어과 수행평가가 피험자의 인지적 측면에 미치는 영향을 알아보기 위한 소설 읽기 능력 검사와 회상 검사 및 지인 검사 결과가 유의미하게 나타났다. 셋째, 소설학습에서의 활동철 중심의 국어과 수행평가가 피험자의 정의적 측면에 미치는 영향을 알아보기 위한 소설 읽기 태도 검사와 질문조사 결과 긍정적인 변화를 보였다. 넷째, 소설교육에서의 활동철 중심의 국어과 수행평가 방법에 대한 평가준거를 설정하여 통계적으로 검증하였다. 내용 타당도는 교육과정과의 연계성을 살펴봄으로써 확보할 수 있었고, 준거관련 타당도는 소설 읽기 능력 검사와 지필 검사, 수행평가 점수간의 상관계수에서도 0.622 이상으로 나타나 준거관련 타당도가 있음을 알 수 있었고, 신뢰도 측면에서 각 영역별 크론바하 α계수는 최하 0.8278에서 최상 0.8748의 높은 수치를 보여 신뢰성이 있음을 확인하였다. 이상의 결과에서 소설교육에서의 활동철 중심의 국어과 수행평가 방법이 제7차 교육과정에 적용 가능한 수행평가 방법의 하나임을 알 수 있었다. The assessment method in literature until now has the problem that since it focuese on only the simple cognitive field, which is easy to assess, it has difficulty in viewing on the whole assessment and individual characteristics for the process of learners' problem-solving or higher thinking function. What has gained its prosperity as an alternative for the traditional testing method is the very performance assessment. this performance assessment requires students to construct, present, produce, or show directly what they have learned. thus, 'performance' includes to speak, to listen, to write, to draw, to make, and even to prepare for these activities, finally expanding its range to all kinds of human acts. Based on these principles of performance assessment, a variety of performance in the field of specific models of performance in the field of Korean education as well have been proposed by scholars and educators. Here, this study described in detail the teaching-learning process and assessment method in order that teachers can apply portfolio-centered performance assessment method for Korean subject to the actually applied this to the 2nd graders of middle school, and analyzed the congitive and defining effect that the performance assessment influences on the testees. In addition, to check out the possibility to generalize performance assessment, it sought the validity and reliability for the assessment results made by testers. This study established the following research questions. (1) What is the assessment procedure of performance assessment method that uses portfolio novel learning in middle school? (2) What is the students' reaction to the performance assessment method that uses portfolio in novel learning in middle school? (3) What does the performance assessment method, which uses portfolio in novel learning, influence on students' learning achievement in middle school? (4) What level is the validity and reliability of performance assessment method that uses portfolio in novel learning in middle school? In Chapter Ⅱ, this study examined the principle and method of literature performance assessment as the theoretical background that becomes the basis of this study. In Chapter Ⅱ, this study newly sought the performance assessment procedure by synthesizing the existing theories, based on the literature curriculum and educational goal, and then suggested the systematic learning procedure in accordance with it. Especially, it suggested the specific and various guiding methods, centering on the portfolio assessment that is one of the alternative assessment methods. In Chapter Ⅳ, this study verified the congitive and defining effect by analyzing the results applied, and looked into the meaning of portfolio-centered performance assessment in novel learning by analyzing the aspects of students' portfolio. finally, it presented the conclusions and suggestions in Chapter Ⅴ. The conclusion that this study obtained are as follows; 1. In order for teachers to actually apply the portfolio-centered performance assessment method for korean subject in novel learning at school sites, it suggested a direction for literature performance assessment method in the 7th Curriculum by describing in detail the teaching-learning process and assessment method. 2. It showed the significant results in the examination of novel-reading ability, recollection and delay, which was used for checking out the effect that the portfolio-centered performance assessment for Korean subject in a novel class influences on the testees' cognitive aspects. 3. As a result that the writer made the questionnaire survey to examine the effect that the portfolio-centered performance assessment for Korean subject in a novel class influences on the testees' cognitive aspects, it showed the affirmative change. 4. It statistically verified by establishing the assessment standard for the portfolio-centered performance assessment method for korean subject in novel learning. In regard with the content validity, it could secure by looking into the connection with curriculum, and in regard with the validity for standard, we can say that the validity for standard is high since the correlation between the novel-reading ability test, writing test and performance assessment score appeared as over .622. In regard with reliability, Cronbach a Coefficient showed the high numerical value form the min. .8278 to the max..8748, and thereby the writer found that the reliability existed between the testers. In the above results, the writer could see that since the portfolio-centered performance assessment method for korean subject in novel learning enables students to raise their literature ability by accepting literature and creating, it is one of the assessment method that are applicable to the 7th Curriculum, which seeks self-realization.

중학교 소설 수행평가 연구

방선주 성신여자대학교 교육대학원 2003 국내석사

이 논문은 소설교육에서 수행평가가 지닌 타당성을 바탕으로 실제 소설 교육의 학습과정에 적용할 수 있는 수행평가 방안을 모색하는 데 목적이 있다. 특히 제 7차 교육과정에 의해 새로이 개편된 중학교 1학년 소설 단원을 중심으로 수행평가방법을 연구하고 이를 활용하는 것에 그 목적을 두었다. 연구의 동기는 지금까지 국어과 교육의 평가가 학습자의 지적 영역을 평가하는데 치중해 정의적 영역을 배제하는 등 제 기능을 다하지 못했다는 문제의식에서 시작된다. 또한 이에 대한 대안으로 시작된 수행 평가가 시행 7년째임에도 불구하고 아직 많은 문제점을 안고 있다는 점에 주목하였다. 따라서 교수-학습 과정과 유리되지 않고 실제 수업 시간과 유기적으로 연계하여 실시할 수 있는 수행평가 문항을 구안하고자 하였다. Ⅰ장에서는 문학 영역에 있어 평가의 어려움과 빈약한 연구실정을 밝히고, 지금까지의 평가에 대한 선행 연구를 고찰하였다. Ⅱ장에서는 문학 교육에 있어서 평가의 문제점을 살펴 수행평가가 나가야 할 방향과 역할을 짚어보고, 교수 · 학습방법과 수행평가는 따로 떨어진 영역이 아니라 전과정에서 함께 이루어져야 하는 밀접한 관계가 있음을 밝히고 있다. 또한 수행평가 유형 중 문학교육의 궁극적 목적을 실현할 수 있는 가장 적절한 방법으로 '포트폴리오'를 제안하면서 포트폴리오 작성의 원리, 포트폴리오가 갖는 개념과 특질과 평가방법을 제시하였다. Ⅲ장에서는 중학교 소설 작품 <소설 동의보감>을 택하여 3차시로 나누어 각각의 차시에 맞는 수행평가 도구유형을 제시하면서 포트폴리오를 이용한 수행평가의 실제를 살펴보았다. Ⅳ장에서는 포트폴리오법을 활용한 수행평가를 실시했을 때의 기대되는 효과와 의의를 살펴보았다. 그러나 본 연구는 다음의 몇 가지 점에서 제한점을 갖는다. 첫째, 포트폴리오 평가가 교육 현장이 가진 문제점들의 개혁 없이는 실현되기 어려운 다소 이상적인 평가 방법일수 있다는 점이다. 그러나 수행평가의 확산과 입시제도의 변화 등으로 교육 환경의 변화가 가속화되고 있으므로 포트폴리오를 통한 평가도 문학 영역 평가의 한 영역으로 자리잡아 갈 것으로 기대해 본다. 둘째, 포트폴리오는 학습자 개인의 발전 과정을 파악하기 위해서는 좋은 방법이 될 수 있지만, 그 발전이 교사의 의도와 반드시 일치한다고는 말할 수 없다. 이는 포트폴리오가 교사 중심이 아니라 학습자 중심으로 이루어진다는 점에서 그 이유를 찾을 수 있다. 이 연구에서 제시한 평가 문항이 다양한 교수 상황에서 실정에 맞게 변용되어 활용되거나 새로운 평가 문항을 구안하는 기초 자료가 되기를 기대하며, 수행평가의 활성화를 위해 보다 실제적이고 다양한 수행평가 방법의 개발과 객관성 확보 등이 과제로 남는다. This dissertation aims at seeking ways of performance evaluation that can be applied to the real process of novel education on the basis of the validity that the performance evaluation has in the education of novel. Especially, this aims at studying and making the most use of the ways of the performance evaluation, centering around the novel unit of 1st grade's textbook of middle school that has been newly reorganized by the 7th curriculum. The motive of this dissertation is originated from the critical mind that the evaluation of the mother tongue has not functioned properly so far ; It has concentrated not on evaluating emotional aspects of learners but on evaluating intellectual aspects of learns. Furthemore, the performance evaluation that has been introduced and carried out as the alternative of those problems of evaluation, though it has been being carried out for seven years, seems to have many problems yet. Accordingly, this dissertation aims at seeking appliable questionnaires of the performance evaluation that are closely linked with the real teaching, not being separated from the real teaching-learning process. First, the relationship between a teaching-learning process of the novel education and the performance assessment. Second, the relationships between the methods in the novel education valuation and the performance assessment and then through <Novel - DongEuiBoGam> in a Korean language textbook of middle school, I tried to embody the performance assessment in the process of a novel education and present a new method of novel education valuation. A new method of novel education valuation suggested in this study is the portfolio that makes use of private-learning-paper and team-learning-paper. This method has the merits as follows. First, a teach can process the class in the form of co-operative learning and this enables the learners to communicate each other and increases a learning ability compared with the traditional teaching. Second, private-learning-paper and team-learning-paper that are offered every time reflect a teaching-learning process of a novel education and thus can play a role as a notebook or workbook. Third, the portfolio using private-learning-paper and team-learning-paper can help to realize the true performance assessment. Through the portfolio using private-learning-paper and team-learning-paper, the teacher can confirm the learning processes and results on each student. Therefore, it was confirmed that the portfolio was useful to the novel education valuation. Thereupon, the aim of this dissertation is to investigate problem and necessities of performance evaluation and is to seek ways of various performance evaluation that can be applied for the teaching and learning. Questionnaires of the performance. evaluation in this dissertation were sought by the five pieces of novel in the 1st and 2nd term textbook of 2nd grade of middle school including 7th curriculum.

중학교 소설교육에서의 수행평가 방안 연구

손종숙 경성대학교 교육대학원 2008 국내석사

수행평가를 활용한 문학영역 평가 방법 연구 : 현대소설 영역을 중심으로

김윤정 성균관대학교 교육대학원 2004 국내석사

One of the things that teachers worry about the most while they teach literature at schools is assessment. To state the essential purpose of teaching literature in simple words is that it is helping students to develop their ability to read and appreciate literary works on their own. In order to achieve such a purpose, teachers study teaching and learning plan in many aspects and prepare them earnestly before they go into the class to appreciate and study literary works. If teachers sufficiently plan and organize teaching and learning process in advance although the time is short and environment is limited, they can get close to the purpose of improving the students ability to appreciate literary work through comparatively various activities. However, even for the teacher who has more than enough concerns about teaching and learning process, the reality is that they face an obstacle when it comes to assessment stage. Even if a situation in class where the different thoughts of student are revealed with creativity had been created, or even if students cognitive and affective sides have all developed, teachers come to attach emphasis on the cognitive side of students. Most of the times, the system called examination mainly takes the method selective evaluation that measures how much of fragmentary knowledge students have on literature. Therefore, from time to time, cases where the contents of activities in which students have participated during classes are not directly related to the result of final assessment. As the result, students who had been participating in class actively and got an unsatisfactory test result turn passive gradually, and in some cases they lose the interest in the subject or volition to study. The affective area of literature has to be regarded as important as that of cognitive. Although knowing literature theory, history of literature and background knowledge on works and authors is meaningful, developing the literary sensitivity and ability to express by reading literary work on students' own to understanding and relating their experience and life to appreciate them is also very significant. Therefore, more than any other areas, literature requires the classes to progress while students spontaneity, creativity, positiveness and diversity are acknowledged. However, like I have mentioned above, there were many cases where the characteristics of literature had been well reflected in class but ignored in assessment, I have come to feel the utmost necessity of supplementing and improving such an assessment method. First of all, an evaluation that relates to class and its contents well has to be conducted, and an evaluation that considers the essence of literature and characteristics has to be selected. That is to say, evaluation of literature area has to be done in the way that it acknowledges individual variation in the teaching/learning process and that it attaches importance to both cognitive and affective area. Therefore, for the evaluation of literature area, instead of selective evaluation that attaches importance to final grade and result, performance assessment that is carried out by continuous observation and guidance during class has to be made. An assessment that relates to the contents of class well in the teaching/learning process and in the interaction between students and teacher is desirable and I believe that this will be an assessment method that suits the characteristics and essence of literary education well. Performance assessment is the one that relates to contents of class as well as giving feedback to students. Teachers, in order to achieve the purpose of literary education, will have to present appropriate assignment and continuously observe and diagnose students’ process of performing such an assignment to provide individual advise, consultation and guidance. Literature area's assessment method is supplemented and improved as stated here I believe that teaching/learning process that fits the purpose of literary education will take place. In order for the assessment of the literature area is to take place appropriately, the following are required. First of all, financial subsidiary has to be expanded to reduce the number of students in a class. By doing so, the mental burdens of teachers have to be reduced so that they will put in a large portion of their time and effort in assessment. Most of the teachers who are currently carrying out performance assessment say that substantial performance evaluation is not feasible when there are many students in a class. They say that it makes assessing evaluation that fits each student in time and giving feedback individually is even more difficult. If the number of students a teacher has to take over can be reduced by a little more, I believe that more individual guidance, meeting and counseling will be possible. Secondly, which can be called the most important point for carrying out appropriate performance assessment, is the provision of atmosphere that trusts the conscience and expertise of teachers. Although teachers personality and judgment have to be trusted but they are not free of errors as they are human. However, performance assessment can be introduced developmentally by giving advices to find small mistakes or errors that occur in unpredicted situation in the process of endeavoring to trust and acknowledge teachers. Teachers will also have to acknowledge their trials and errors, and analyze causes to improve them for continuous renewed attempts. Thirdly, the Ministry of Education or Education Bureau of cities and provinces has to develop and distribute guide book for teachers that relate to performance assessment by individual subject. The experts in education have to put their head together with teachers at site and develop and diffuse many assessment tools that can be applied in the field. Fourthly, we have to be aware that performance assessment is the way to approach the essence of creativity education for students and to get the chance to restore real rights in the activities of education for teachers, which is the right to assess in other words. In order for generalization of such awareness, substantial help is required. Upper authorities such as the Office of Education or the Ministry of Education and Human Resource Development will have to make many study and training materials that will be helpful and help to improve teachers fair assessment power. The true authority of teachers - not the authority in the sense of traditional meaning - originates from expertise and personality. We can say that among these, expertise originate from teaching and assessment. Ultimately, the ultimate measurement to assess and judge teachers will be how complete the teaching plan they make is, what they convey to their students through contents of class, how they help the development and growth of children through an evaluation during or after classes, and how fair their assessment is. Therefore, teachers have to think about assessment along with teaching/learning process, and whether they relate to contents of class or not will be determined by what assessment method is used. The most desirable assessment is, rather than a method that is carried out separately, the one that relates well and harmonizes with or interacts with teaching/learning process. Therefore, rather than the overall assessment method (the existing written test) that is conducted at once after the entire teaching process is completed, performance assessment that is continuously carried out during the teaching process, will be more effective method of assessment. At schools, it is criticized that teachers work load has increased due to education policy that has made the performance assessment obligatory. In fact, it is largely true. However, the change of public education can only start from the change of teachers themselves, and one of the ways for the teachers to change is to change their own awareness. However, if the current education environments do not change at all, all the burdens of assessment is imposed on teachers only. If such a situation repeats over and over, teachers, how ever trying they are, will lose their volition and at times, trials and errors will repeat, which leaves the risk of collapsed authority of teachers. Therefore, positive attitude of upper education authority is needed for the improvement of education environment. We have to admit that, although we know performance assessment is a desirable method, we still have certain limitations to relate it to class and carry it out continuously at all times. I believe that even in such a reality, if efforts and considerations of teachers continue, classes where the assessment and process of teaching/learning are well linked will settle firmly. Performance assessment as a method will be better applied to literature class where children's participation and activities are considered important in class than any other subjects.

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소설 교육에 있어서 수행평가에 관한 연구

최광보 高麗大學敎 1999 국내석사

소설 교육에서의 수행평가 적용 방안 : 중학교 2학년 소설 단원을 중심으로

권희순 서울시립대학교 2003 국내석사