교사의 과정 중심 평가 역량(T-PEC) 진단도구 개발 및 타당화

김유정,이경건,장원형,홍훈기 한국교원교육학회 2019 한국교원교육연구 Vol.36 No.3

This study is to develop a measurement tool named T-PEC(Teacher’s Process-centered Evaluation Competency) which helps teachers understand and practice process-centered evaluation. Researchers analyzed literatures related to process-centered evaluation, and developed a draft version of a measurement tool that secured content validity after discussing with three researchers, one principle teacher of process-centered evaluation, three teachers and three professors, and then executed Exploratory Factor Analysis(EFA)/confirmative Factor Analysis(CFA) based on the survey result of 130 teachers, and finally developed a measurement tool which consists of 20 questions with securing model fit, convergent validity, discriminant validity, and reliability. The measurement tool may help process-centered evaluation become a reality by making the abstractness of process-centered evaluation more concrete and by increasing teacher’s understanding and application of process-centered evaluation. In addition, it is expecting that teachers can diagnose and analyze the competency of process-centered evaluation by themselves, thus contributing to feedback of teacher’s evaluation ability. This study suggests that developed measurement tool can be used to check differences in the competency of process-centered evaluation by region, school-level, specific subject, teacher’s career, gender, and can be used to develop training programs to help teachers improve their ability to conduct process-centered evaluation. 본 연구는 교사가 과정 중심 평가에 대한 스스로의 이해와 실천을 도모할 수 있도록 돕는 과정 중심 평가 역량 진단도구를 개발하고자 하였다. 연구자는 과정 중심 평가 관련 문헌을 체계적으로 분석하고, 연구자 3인, 과정 중심 평가 수석 교사 1인, 교사 3인, 교수자 3인의 검토 과정을 거쳐 내용 타당도를 확보한 진단도구 초안을 개발한 후, 교사 130명의 설문조사 결과를 토대로 탐색적 요인분석, 확인적 요인분석을 거쳐 모델 적합도, 판별타당도와 집중타당도, 신뢰도를 확보한 과정 중심 평가 역량 진단도구 20문항을 최종적으로 개발하였다. 개발된 과정 중심 평가 진단도구는 과정 중심 평가의 추상성을 구체화하고, 과정 중심 평가에 대한 교사의 이해도와 적용력을 높여 과정 중심 평가가 현실화 되는 데 도움을 줄 수 있을 것이다. 또한 교사 스스로 과정 중심 평가 역량을 진단하고 분석할 수 있게 하여 학생 평가 역량을 환류하는 데 기여할 수 있을 것으로 판단된다. 개발된 진단도구는 지역·학교 급·교과목·경력·성 별 과정 중심 평가 역량의 차이를 확인하는 연구, 교사의 과정 중심 평가 역량을 향상시킬 수 있도록 돕는 연수 프로그램 개발 등에 활용될 수 있음을 제언한다.

A. N. Whitehead의 관계맺음과 자기생성과정이 교육에 주는 함의 : 교육과정과 교육평가를 중심으로

김대석(Kim Dae-seok),성정민(Seong Jeong-min) 한국교육철학회 2016 교육철학 Vol.58 No.-

In this study we studied the implications of Whitehead's Relation & Becoming to education. We particularly studied their implications centered on curriculum and educational evaluation. The process of education is evaluation itself. If the process is results and also results are the process of continuous becoming, evaluations are the process of education and the evaluations should exist in the process of education. Because if evaluation exists out of the process of education, its being(or life) terminates. This means the process of teacher's feelings and attitudes which is accompanied with evaluation is one of the process of education. The process of teacher's feelings and attitudes is evaluation itself. This is the process based evaluation. If realities are the process of continuous becoming, the process of education is also the process of becoming. If the process of becoming is the process of positioning, the process of education is also the process of finding student's position in the world. This means evaluation should be performed to assist for students to find their positions in the world. Every being or reality has duality. This means that every reality has two characteristics. One is the complex connectedness as characteristic of micro-world and the other is the clear dividedness as characteristic of macro-world. Subject knowledges are kind of reality. They also have duality. They are connected complexly. They however, are divided clearly. We therefore, need to consider subject knowledges' duality while we integrate school curriculum. Prehension are evaluation, awareness, recognition, perception, understanding etc. Prehension is feeling itself according to Whitehead. That is, prehension is feeling and feeling surely accompanies the emotional tone of the subject. This is the subjective form. If evaluation accompanies emotional tones of subject, evaluation is never value neutrality. Evaluation surely accompanies teacher's feeling about students. Teacher's feeling while evaluating is natural. Teacher needs to use his or her feeling about students desirably.

교사의 과정 중심 평가 역량에 관한 사례 연구 -중⋅고등학교 과학 교사 사례를 중심으로-

김유정,이경건,홍훈기 한국과학교육학회 2019 한국과학교육학회지 Vol.39 No.6

This study conducted a case study on the process-centered evaluation competency of a middleschool/high-school science teacher using Teacher’s Process-centered Evaluation Competency (T-PEC) measurement tool. The case analysis shows that teacher A in a middle school represents high competency of process-centered evaluation planning and cooperative communication while the competency of utilizing process-centered evaluation results is low owing to the characteristics of non-standardized areas. Teacher B in a high school shows high level of cooperative communication competency whereas low level of process-centered evaluation execution competency because the freedom given to students is not enough during the process of evaluation. The teacher also shows very low level of utilizing process-centered evaluation results due to the lack of time and the school culture not giving feedback to the students. According to cross-case analysis, teacher A and B both represent the highest level of collaborative communication competency and the lowest level of utilization process-centered evaluation results competency. And the lack of clear criteria for process-centered evaluation leads to different understanding of process-centered evaluation between the two teachers, and teacher B shows low the level of utilizing process-centered evaluation affects results due to the students not being concerned on feedback, security problem, and the reality focusing on the university entrance examination in high schools. Based on the results, this study suggests providing clear guidelines of process-centered evaluation to teachers, introducing an application in order to solve the time-lack problem pointed out as the biggest problem of process-centered evaluation, ensuring objectivity and security about process-centered evaluation results, and building the school culture such as the expanded application of standardized areas in order to implementing process-centered evaluation. 본 연구는 교사의 과정 중심 평가 역량(T-PEC) 진단도구를 활용하여 중⋅고등학교 과학교사 각 1인의 과정 중심 평가 역량에 관한 사례 연구를 진행하였다. within-case 분석결과, 중학교 A 교사는 높은 과정 중심 평가 계획 역량과 협력적 의사소통 역량을 보였으나, 비평준화 지역의 특성으로 인해 낮은 과정 중심 평가 결과 활용 역량을 나타 내었다. 고등학교 B 교사는 높은 협력적 의사소통 역량을 보였으나, 평가 과정에서 학생들의 자유도가 높지 않아 다소 낮은 과정 중심 평가 실행 역량을 나타내었고, 시간부족, 피드백을 제공하지 않는 학교문화로 과정 중심 평가 결과 활용 역량은 매우 낮게 나타났다. cross-case 분석결과, 중학교 A 교사와 고등학교 B 교사 모두 협력적 의사소통이 가장 높게, 시간부족으로 과정 중심 평가 결과 활용 역량이 가장 낮게 나타났다. 그리고 과정 중심 평가에 관한 명확한 기준 부재로 인해 두 교사의 과정 중심 평가 이해 양상이 다소 다르게 나타 났으며, B 교사는 평가 결과에 대한 학생들의 낮은 의미부여, 보안 문제, 입시 위주의 고등학교의 현실로 인해 A 교사 대비 과정 중심 평가 결과 활용 역량이 매우 낮게 나타났다. 본 연구 결과를 토대로 첫째, 교사들에게 과정 중심 평가에 대한 명확한 가이드라인이 제공 되어야 하고, 둘째, 과정 중심 평가 실행의 가장 큰 문제점으로 지적된 시간부족 문제를 해결하기 위한 어플리케이션 도입이 필요하며, 셋째, 과정 중심 평가 결과에 대한 객관성과 보안이 보장되어야 하고, 마지 막으로 평준화 확대 적용 등의 과정 중심 평가 실행을 위한 학교문화를 구축해나가야 할 것이다.

과정중심평가 수행 방식에 관한 문화기술적 사례연구

전현욱(Hyun-Wook Jeon),이형연(Hyung-Yeon Lee) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.8

이 연구의 목적은 2015 개정교육과정에서 도입한 과정중심평가가 실제 학교현장에서 어떻게 수행되고 있는지 살펴 그 수행 방식과 수행 과정에서 마주치는 난점, 그리고 수행의 의미를 탐구하는 데 있다. 이를 위해 나는 약 6년 전부터 과정중심평가 를 도입, 실시하고 있는 경기도교육청 소재 초록초등학교를 연구 현장으로 삼아 2017년 5월부터 2018년 2월까지 약 10개월 간 참여관찰, 면담, 현지자료 수집을 활용하여 문화기술적 연구를 실시하였다. 연구 결과 과정중심평가는 교사가 설계한 교육 과정을 수업에서 다루면서 이를 평가까지 이어지게 하는 것으로 이해되고 있었으며, 평가의 맥락화, 다양한 평가도구 활용 및 이를 통한 종합적 판단, 평가계획 열어 놓기, 평가를 학습 기회로 만들기, 학습결과물을 자료로 활용하기, 학생 개개인에 주목 하기 등 7가지 방식으로 실천되고 있음을 알게 되었다. 과정중심평가에서 교사는 조력자로서 학습과정에 적극적으로 참여해야 하며, 이를 통해 학생의 학습과정을 그려보고 기억해야 한다. 하지만 이와 같은 방식과 태도로 과정중심평가를 수행하기에는 ‘명석-판명함’을 추구하는 학교 현장의 특성을 포함한 몇 가지 제도적 현실이 난점으로 작용하고 있음을 알게 되었다. 끝으로 과정중심평가를 실천한다는 것은 ‘순환적 시간’을 체험하는 일임을, 과정중심평가가 오래된 학교의 관행과 상식에 균열을 낼 수 있는 ‘우발성’ 또는 저항으로 작용할 수 있음을 논의하였다. The purpose of this study is to investigate how the process-centered evaluation is implemented at the field level and examine the obstacles encountered during the course of implementation as well as its significance. To this end, the author used an elementary school in Gyeonggi Province as a research subject. The author used participant observation, interviews, and local data collection. As a result of the study, it was understood that the process-centered evaluation was structured to utilize the teacher-designed curriculum in the classroom and continue this process until the evaluation, which is implemented in the following seven ways: context of evaluation, utilization of various evaluation tools, utilization of those tools to make a comprehensive evaluation, being open to evaluation, using the evaluation as a learning opportunity, using learning outcomes as data, and paying individual attention to students. In the process-based assessment, the teacher must actively participate in the learning process as a helper and must visualize and remember the student s learning process. However, it was discovered that some institutional realities including the characteristics of the school that emphasize clarity in evaluation is an obstacle to implementing the process-centered evaluation with this method. In conclusion, it was discussed that practicing the process-centered assessment is a cyclical time experience, and that the process-based evaluation can act as a contingency or a resistance to break the old school practices and tradition.

초등학교 국어과 과정중심평가의 의미와 방법

최규홍 ( Choi¸ Kyuhong ) 서울교육대학교 초등교육연구원 2020 한국초등교육 Vol.31 No.4

본 연구는 2015 개정 교육과정의 실시와 함께 논의되고 있는 과정중심평가의 의미를 구체적으로 파악하고 이를 실현하기 위한 방법을 모색하는 것을 목적으로 하고 있다. 역량중심의 교육과정이 도입되면서 평가에 대한 관점도 새롭게 바뀌었다. 이에 따라 부각된 용어가 ‘과정중심평가’이다. 하지만 사용되는 용어의 빈도만큼이나 다양한 해석이 이루어지고 있어 교육과정을 구현하는 교실 수업에는 혼란이 가중되고 있다. 이에 초등학교 국어과교육에서는 과정중심평가를 어떻게 해석하고 실천할 수 있을지를, 국어과의 평가 이론과 국어과 교육과정, 교육부 훈령, 학교생활기록부 작성 지침, 시·도교육청의 학업성적관리 시행지침 등의 분석을 통해, 탐색해 보았다. 그 결과 초등학교 국어과 과정중심평가는 크게 ‘수업 과정의 평가, 수행 과정의 평가, 사고 과정의 평가, 변화 과정의 평가’로 해석할 수 있음을 밝혔다. 이는 평가 시기, 평가 방법, 평가 대상, 평가 기 록의 측면을 고려하여 구분한 것이다. 수업 과정의 평가는 교수·학습의 과정 속에서 수업과 평가가 함께 이루어지는 것이고, 수행 과정의 평가는 수행 평가를 할 때 수행 결과보다 수행의 과정에 초점을 두고 평가를 하는 것이다. 그리고 사고 과정의 평가는 국어과 교육에서 다루는 수행이 결국 인지적 활동임을 고려할 때 학습자의 사고 과정을 평가해야 한다는 것이고, 변화 과정의 평가는 성취도를 도달하는 것에 중점을 두는 것이 아니라 출발점 행동에서 도달점 행동으로 바뀌는 수업 속에서 학습자의 변화 과정과 성장에 초점을 두고 평가한다는 것이다. 그리고 각각의 평가를 구체적으로 실천할 수 있는 방법으로, 수업 속에서 학습자의 언어 사용 현상 (언어 발달 현상)에 대해 피드백을 하는 방법, 학습자의 수행 과정을 평가할 수 있는 방법, 교수·학습의 과정 속에서 학습자의 사고 과정을 들여다 볼 수 있는 방법, 한 차시뿐만 아니라 한 학기(또는 한 학년) 동안에 학습자의 변화 과정을 살펴볼 수 있는 방법 등을 제시하였다. 국어과 교수·학습의 과정에서 활용할 수 있는 구체적인 전략까지 제시하지는 못하였지만 초등학교 국어과 과정중심평가의 의미를 명확하게 정의할 수 있는 계기를 마련하였다는 데 의의를 갖는다. The purpose of this study is to find out specifically the meaning of the process-based assessment being discussed with the implementation of the 2015 revised curriculum and to explore ways to realize it. With the introduction of competency-based curriculum, the perspective on evaluation has also changed. As a result, the term highlighted is "process-based evaluation." However, there are as many interpretations as the frequency of the terms used, adding to the confusion in classroom classes that implement the curriculum. Therefore, we explored how to interpret and practice course-based evaluation in elementary school Korean language education, and analyzed the theory of assessment of Korean language department and curriculum of Korean language department, the instruction of the Ministry of Education, guidelines for preparing school records, and guidelines for implementing academic performance management by municipal and provincial education offices. As a result, the process-oriented assessment was largely interpreted as 'assessment of the course, evaluation of the performance process, evaluation of the thinking process and evaluation of the change process'. This is distinguished by considering the timing of the assessment, the methodology of the assessment, the object of the assessment and the aspects of the assessment record. The evaluation of the course of a class is done together in the course of teaching and learning, and the evaluation of the course of performance is to focus on the course of performance rather than the results of the performance evaluation. And the assessment of the thought process is that the learner's thought process should be evaluated, and the assessment of the change process is that the focus is on the learner's change process and growth in the class that changes from starting point behavior to reaching point behavior. In addition, they presented ways to specifically implement each assessment, such as how to give feedback in class, how to evaluate the learner's performance, how to look into the learner's thinking process, and how to look at the learner's changing process in one class or semester. Although it did not provide specific strategies that can be used in the course of Korean language teaching and learning, it is meaningful that it provided an opportunity to clearly define the meaning of the Korean language and course-based evaluation of elementary schools.

초등 도덕과 과정 중심 평가의 이론과 실제

서강식 한국도덕윤리과교육학회 2019 도덕윤리과교육 Vol.- No.65

After 2015 year revised curriculum, evaluation centered on process has appeared as a new paradigm that was more inclusive than performance evaluation. Evaluation centered on process tries to give feedback to students according to the evaluation plan that are based on achievement criterion of curriculum and data that are collected during teaching-learning process. In order to understand school teachers about evaluation centered on process, we consider the background of appearance of evaluation centered on process and the meaning of evaluation centered on process in various aspects. And we consider the making a evaluation plan and developing the evaluation tool, practice the evaluation centered on process. After these consideration, we make a example of evaluation centered on process in order to help school teachers practice evaluation centered on process in schools and classes. We hope that this essay help school teachers. If we want to succeed in evaluation centered on process of schools, we should reduce the burden of teachers, and much more chances teachers to take part in evaluation training, and to develop evaluation ability. 2015년 교육과정 개정이 이루어진 이후에 수행 평가를 포함하는 더 포괄적인 평가의 패러다임으로 과정 중심 평가가 등장했다. 과정 중심 평가는 교육과정의 성취기준에 근거를 두고 수립한 평가 계획에 따라 교수-학습 과정에서 학생의 변화와 성장에 대한 자료를 다각도로 수집하여 적절한 피드백을 제공하는 평가이다. 이와 같은 과정 중심 평가에 대한 교사들의 이해를 돕기 위해 과정 중심 평가의 등장 배경과 그 의미를 다각도로 고찰하였다. 그리고 과정 중심 평가를 수행할 수 있도록 평가 계획의 수립 및 평가 도구 개발, 과정 중심 평가의 실행을 고찰하였다. 이와 같은 고찰을 토대로 하여 과정 중심 평가를 학교 현장에서 실행할 경우, 필요한 자료들을 예시로 제시하였다. 과정 중심 평가의 시행 초기에 마땅한 자료가 없는 현실을 감안할 때 이와 같은 연구가 현장 교사들에게 큰 도움이 될 수 있을 것으로 생각한다. 그런데 2015 개정 교육과정에서 추구하는 과정 중심 평가가 학교 현장에 성공적으로 안착되기 위해서는 무엇보다도 교사들의 업무 부담을 줄여주고, 나아가 평가에 대한 교사의 전문성과 역량을 함양할 수 있는 연수 기회를 충분하게 제공해야 할 것이다.

음악교육에서의 과정중심 평가 이해

권덕원 ( Kwon Doug-won ),석문주 ( Seog Moon Joo ) 미래음악교육학회 2020 미래음악교육연구 Vol.5 No.1

본 연구의 목적은 최근 일부 교육학자들 및 교육기관들에서 강조하고 있는 “과정중심의 평가”에 대하여 학문적으로 이해하고, 음악교육에 바르게 적용할 수 있는 방안을 모색하는 데 있다. 일부 학자들은 과정중심의 평가를 매우 새로운 평가방식으로서, 학교에서의 여러 가지 평가 상의 문제, 또는 학습상의 문제를 해결해 줄 것처럼 소개하고 있다. 그러나 실제로는 과정중심 평가는 전혀 새로운 평가방법이 아니며, 이미 관행이 되어 있는 평가 체제, 즉 진단평가-형성평가-총합평가의 체제 속에서, 특히 형성평가를 강조하는 것이다. 음악교육의 평가는 그 자체로 이미 “과정”을 중시하고 있다. 음악은 시간의 예술이고, 시간이 흘러야 학생들의 음악적 능력이 나타나며, 시간의 경과 속에서 비로소 학생들의 음악적 능력을 바르게 평가할 수 있다. 향후 음악교육에서 바람직한 평가의 방향은, 첫째 진단평가를 통하여 학생의 출발점을 파악하고, 둘째, 신뢰도와 타당도를 갖춘 총합평가를 실시하여 학생의 도달점(성취도, 결과)을 파악하며, 셋째, 진단평가와 총합평가 사이에서 학생의 변화 및 성장 과정을 알 수 있는 내용을 관찰하여 기록하고, 넷째, 학생의 자기평가를 통하여 음악적 변화와 성장의 내면을 파악하며, 다섯째, 학생 간 상호평가를 통하여 동료 관점에서 각 학생의 음악적 변화와 성장을 파악하고, 마지막으로 평가의 다양한 방법을 활용하되, 교사가 조정할 수 있는 범위 내에서 실행할 수 있는 방안을 모색해 나가야 할 것이다. The aim of this study is to understand the “evaluation based on the process” that recently several educators and educational institutions intensely advocate, and to find appreciate directions for music education. Some scholars and teachers introduce the “evaluation based on the process” as a new way for solving problems of evaluation and education in schools. However, it is never new evaluation, only focusing “formative” aspect among diagnostic-formative-summative system of evaluation that most of teachers already know and use. If we focus on the process excessively, ignoring the result of learning, then it is difficult to figure out the whole shapes and states of students’ learning. Now we know that it is the time to rightly understand the “evaluation based on the process” and to examine proper ways of evaluation in order to reflect the recent feature of music learning, maintaining the nature of music education. In fact, the evaluation of learning in music classes are based on the “process.” Because the music is an art of time, the singing, playing, listening, and creating of students need temporal process. Teachers cannot evaluate students in terms of music without the concept of time or process. Of course, the “process” is important in evaluation of music, but we need more points besides the process: the starting point and the result. In Music education, we should properly apply the diagnosis-formative-summative system of evaluation and various methods such as observation, self-evaluation, and mutual evaluation. These methods might provide us more holistic, internal, and interactive states of students’ learning.

음악과 표현 영역의 교육과정 재구성을 통한 과정 중심 평가 설계 방안: 초등학교 5~6학년 국악을 중심으로

한윤이(Han, Yun Yi) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.3

본 연구는 초등학교 5~6학년 국악을 중심으로 음악과 표현 영역의 교육과정을 재구성하고 과정 중심 평가를 설계하여 제시하였다. 이를 위해 교육과정의 성취기준을 분석하고 각 성취기준에 해당하는 국악 교수·학습 활동을 음악 교과서를 통해 살펴보았으며, 이를 근거로 과정 중심 평가를 위한 교육과정을 재구성하였다. 이렇게 재구성한 내용을 기반으로 과정 중심 평가 계획을 세우고 계획에 따라 적합한 평가 도구를 개발하였으며 평가 도구의 실행 결과에 따른 피드백 방안을 구체적으로 모색해 보았다. 평가 도구의 개발 과정에서는 교수·학습 활동과 평가의 연계 운영안을 마련하고 평가 과제별로 2개의 수행 과제를 제시하여 과정 중에 수시로 평가하도록 하였으며, 수행 과정에 대한 피드백 실행 방안을 제시함으로써 과정 중심 평가의 특징을 최대한 반영하였다. 연구 결과, 과정 중심 평가의 내실화를 위해서는 수업과 평가의 연계 계획이 철저하게 이루어져야 하며, 수행 과정을 평가할 수 있는 도구와 학교 현장에 실행 가능한 평가 도구를 개발해야 하고, 피드백의 구체적인 계획과 적극적 활용 그리고 교과 특성을 반영한 다양한 피드백 방법의 개발이 필요함을 밝혔다. This study designed and presented a process-based evaluation of the expression area through the reorganization in the music curriculum, focusing on Korean music for the 5th and 6th grades in elementary schools. To this end, it analyzed the achievement standards of the curriculum, examined the teaching-learning activities for Korean music corresponding to each achievement standard through music textbooks, and, based on this, reconstructed a curriculum for process-based evaluation. Grounded on the reconstructed content, the study formed a plan for process-based evaluation, developed evaluation tools appropriate to the plan, and specifically sought a feedback plan according to the implementation outcomes of evaluation tools. In the process of developing evaluation tools, it prepared an operational plan for linking teaching-learning activities and evaluation, presented two performance tasks for each evaluation task to be frequently evaluated during the process, and reflected the characteristics of the process-based evaluation as much as possible by suggesting feedback action plans on performance process. As a result of the study, it was revealed that in order to substantialize process-based evaluation, the plan for linking classes and evaluation must be thoroughly mapped out, and evaluation tools that can assess performance process and that can be implemented in the school field must be developed. In addition, it was found that there is a need for a detailed plan and active use of feedback and the development of various feedback methods reflecting the characteristics of the curricular subject.

DOES PRODUCT CONTEXT COMPLEXITY MATTER IN (IN)CONGRUENT SHOP ENVIRONMENTS? THE INFLUENCE OF PROCESSING FLUENCY ON PRODUCT EVALUATION

Manuela Valta,Donata Vianelli 글로벌지식마케팅경영학회 2017 Global Fashion Management Conference Vol.2017 No.07

Consumers process and evaluate products every day in an increasing number of diverse presentations of products and brands across shop environments. Although consumers may think to react to attributes of the products and the shop environments, there are many contextual factors that influence consumers’ responses. Both products presentation and shop environments differ in visual complexity and ease of processing. For example, products such as fragrances and eyeglasses considerably diverge depending on the visual presentation across multiple stores. Research on processing fluency (e.g., Reber et al., 2004; Winkelman et al., 2003) shows that the processing of any stimulus can be characterized by a variety of parameters that are nonspecific to its content. This stream of work suggests that any variable that facilitates fluent processing results in increased liking, and other positive evaluations. Recent work on context complexity (Orth and Crouch, 2014) suggests that people process a package more fluently when it is presented in a low rather than high complexity context. Further, research on contextual cues (Zhu and Meyers-Levy, 2009) shows that the extent of feature overlap between a context and a target object determines whether a person interprets the target related or not related to the contextual data. Accumulating research suggests that a deeper understanding of the way consumers process multiple contextual cues promises to shed light on our understanding of many areas of consumer research. Although visual appeal is itself multifaceted (Bloch, 1995), much of the current discussion with respect to visual cues does not consider the interaction of multiple shop environments. Given the importance of processing fluency and context effects, we examine the extent to which consumers positively elaborate cognitive processes in relation to product context complexity. Following research in psychology, fluency is the subjective experience of ease with which a person processes a stimulus (Reber et al. 2004). High fluency elicits a positive reaction. We predict that less complex contexts of the product will be easier to process and produce more favorable evaluations of the product. Further, research on contextual cues (Aggarwal and McGill, 2007; Meyers-Levy and Sternthal, 1993) shows that consumers better overlap contextual cues when cues are moderately congruent rather than low congruent. This suggests that consumers respond more favourably to moderate congruent shop environments. Studies Two studies tested our prediction that product context complexity across shop environments affects consumer’s processing fluency, liking, and product evaluation. In both studies, participants were provided with pictures of real products and shop environments. Images were manipulated to disguise brand names. Participants were recruited online through the platform Prolific Academic. Study 1 tested the hypothesized negative effect of product context complexity on processing fluency, and liking. The final section of the survey asked for personal information, including gender, age, and style of reasoning. These variables had no significant impact on the dependent variables of interest and were excluded from further analysis. In study 1, ninety participants (mean age = 34.20, 63 females) were randomly assigned to one of the two conditions (product context complexity: low vs. high). They viewed one randomly selected picture of cosmetics displayed on counter displays across two different stores. Cosmetics was chosen due to the large variance in products presentation across multiple retailers. In a pretest, 87 participants rated perceived complexity of the display to examine whether the display complexity differs across the two conditions. The manipulation was successful (Mlow = 2.32 vs. Mhigh = 3.68; F(1,85) =24.299, p < 0.001). Running one-way ANOVA with product context complexity as independent variable and processing fluency as dependent variable a significant main effect of the context complexity (M = 5.05 vs. M = 4.37; F (1,87) = 3.913, p < 0.05). To test our prediction that liking is mediated by processing fluency of product context complexity, a mediation analysis was conducted (PROCESS model 4: Hayes, 2014). Bootstrap estimation confirmed that processing fluency mediates the influence of product context complexity on liking (simple slope = 0.44, LLCI = 0.01, ULCI = 0.94). In study 2, our aim was to corroborate and extend study 1 findings by testing product context complexity in congruent and less congruent shop environments. One hundred seventy-seven participants (mean age = 35,31, 80 females) viewed one randomly selected combination of chocolate shop environments. As in study 1, we chose chocolate due to the large variance in products presentation across multiple retailers. Chocolate was displayed on tower displays (products context complexity: low vs. high), and matched with the overall in-store presentation of three chocolate shop environments (shop environment congruence: low vs. moderate vs. high). After processing the pictures, participants were asked to rate processing fluency, liking, and product evaluation. Similarly to Study 1, the final section of the survey asked for personal information, including gender, age, and shopping goal. Again, these variables had no significant impact on the dependent variables of interest and were excluded from further analysis. Two pretests confirmed that our manipulation of product context complexity (Mlow = 1.96 vs. Mhigh = 4.01, F(1,57) = 23.464, p < 0.001) and store processing fluency (Mlow = 3.50 vs. Mmoderate = 4.14 vs. Mhigh = 5.10, F(1,109) = 10.465, p < 0.005) were successful. Running a factorial ANOVA with processing fluency as dependent variable indicated a nonsignificant main effect of product context complexity. Shop environment congruence had a significant main effect (F(2,171) = 6.561, p < 0.005). Contrasts analysis revealed significant differences between the high congruence/context complexity condition and the low congruence/context complexity condition, and between the moderate congruence/context complexity condition and the low congruence/context complexity condition (all ps < 0.005). We then tested the prediction that processing fluency mediates the effects of shop environment congruence on liking and product evaluation through product context complexity as moderator. We used a moderated mediation analysis with the bootstrap PROCESS model 8: Hayes, 2014). There was a significant conditional indirect effect of shop environment congruence on liking though product context complexity in the high context complexity condition, b = -0.280, LLCI = -0.509, ULCI = -0.120. A similar estimation with product evaluation as the independent variable revealed that processing fluency mediated the relationship between significant shop environment congruence and product evaluation though product context complexity in the high context complexity condition, b = -0.375, LLCI = -0.631, ULCI = -0.153). Discussion Our findings demonstrated the influence of product context complexity on processing fluency and product evaluation. The results showed that less context complexity leads to an ease of processing. Study 1 confirmed the negative relationship between product context complexity and processing fluency. Further, study 1 demonstrates a mediation mechanism of processing fluency on liking. This result confirms prior work on processing fluency (Reber et al., 2004). Further. we extend previous work on visual complexity (Orth and Crouch 2014) by demonstrating that low congruence shop environments may influence consumer processing fluency. In study 2, we looked at how consumers respond to complex and less complex presentation of products in congruent and less congruent shop environments. Our results support research on contextual cues (Zhu and Meyers-Levy, 2009) by showing an interesting path of complex contextual cues. Complex contexts may affect consumer’s evaluation of products. This pattern is more pronounced in low congruent shop environments. Consumers may evaluate much less favorably visually complex contexts in low congruence shop environments than in congruent shop environment. Such behavior is due to the extent to which consumers overlap the shop environment and the target product. This research shed light on how consumers combine retail and product cues. By integrating research on processing fluency and contextual cues, our work allows a better crafting product design and retail strategies. Apart from the theoretical contributions, this research provides marketing manager with insights into how to develop easier to process shop environment for consumers. The results suggest that when products are presented with complex contexts, consumers respond less favorably to the visual appearance of their products. For retail managers, the results provide insight into why it might be especially difficult to process more complex settings of the products. The results suggest that to make a shop environment more favorable, managers have to find solutions to reallocate complex contextual cues of the products. This could be done through developing more congruent areas within the store. Given the growing importance of visual strategies in retailing, our research gives managers suitable solutions to allocate in-store resources.

과정중심평가 만들어 가기에 관한 참여적 실행연구 : 세종시 사과초등학교를 중심으로

전현욱(Hyun-Wook Jeon) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.24

이 연구는 세종시교육청의 과정중심평가 도입 초기, 과정중심평가에 대한 이해를 높이고 그 실천 방향을 탐색해 가는 것을 목적으로 수행된 연구다. 연구 참여자들이 직접 연구자가 되어 자신의 연구를 수행하는 참여적 실행연구의 방법으로 이 연구는 수행되었으며, 2017년 5월부터 2018년 4월까지 약 1년 동안 모두 세 명의 교사들이 연구에 참여하였다. 연구는 참여 교사 각자의 연구 과제 수행과 연구 모임의 두 부분으로 이루어졌다. 연구 참여자들은 각자 실행 과목을 정해 매회 연구 모임을 통해 도출되는 연구 과제를 수행하였으며, 이 과정에서 생산된 다양한 산출물과 연구 모임에서 나눈 이야기들이 주요 자료로 수집되었다. 연구 결과 참여 교사들의 연구는 대체로 과정중심평가에 대한 선이해 - 실행을 위한 고민 - 실행 - 실행 후 반성 및 확장, 그리고 과정중심평가에 대한 새로운 이해로 이어지는 계열 속에서 수행되었으나 그 내용은 참여 교사 세 명이 모두 달랐다. 이들의 실행을 분석한 결과 나는 과정중심평가가 ‘과정 중 평가’와 ‘과정에 대한 평가’, 두 종류로 구분될 수 있음을 조심스레 논의하였다. 이어 평가와 관련된 다양한 요소들을 고려할 때 과정중심평가는 최소 24가지 유형으로 구분될 수 있음을 시사하였다. The purpose of this research was to understand the process-based evaluation deeply and to investigate the way of practicing in it. A participatory action research methodology was used to perform this research and 3 teachers participated in this research for one year, from May, 2017 to April, 2018. This research was consisted of two parts, one was study performed by the participants themselves and the other was the seminar for this research. The participants performed their own study subjects that were drawn in the each seminars, and all the materials that were produced through these processes and dialogues in the seminars were collected. The participants performed their project in the series which were continued pre-understanding, deliberation for action, action, reflection and expansion, and renewing a process-based evaluation but the contents of these actions were different each other. After presenting these research results, I discussed that process-based evaluation could be classified in ‘evaluation in process’ and ‘evaluation on process’. Subsequently, I also suggested that when we consider various elements related this kind of evaluation, there would be 24 types of process-based evaluation, at least.