고등학교 체육수업에서의 수행평가 적용상 문제점 분석 = Analysis on Problems of Performance Assessment Application in Physical Education of High School

다국어 초록 (Multilingual Abstract)

This study aims to understand and analyze problems on applying performance assessment to physical education in high school, and to offer basic data to seek for measures to settle performance assessment in physical education. The specific themes are, first, we analyze the present condition of reflection of the assessment in physical training. knowledge. and attitude in physical education. Second. we analyze teachers' implementation of performance assessment. Third, we compare the recognition of performance assessment according to students' gender. Fourth, we compare the recognition of performance assessment according to the type of schools. For the research, twelve high schools in the Metropolitan area were randomly selected, and 50 physical education teachers and 305 high school students in third grade were polled. Collected data from teachers were classified by type after frequency study. and the data from the students were analyzed in terms of frequency. by the means of Independent T-test for verification of average deviation between male and female students and by means of one-way ANOVA for analysis of school type-related results. When there was any significant difference among groups, Tukey method was applied for the aftermath verification.
The results are as follows. First, the reflection rate of assessment on physical training. knowledge and attitude in physical education was found to be 60: 30: 10. Second, teachers implement physical training assessment mostly in two sports per semester. Most teachers assess focusing on the record (the number of times), and implement the assessment twice per each sport. Classroom assessment and assignment assessment are implemented if required. As for exam questions for knowledge assessment. most teachers gave only multiple-choice type questions. Most teachers also implement knowledge assessment with various other measures such as experiment. drill, physical training test and report. Assessment of attitude is mostly implemented by teachers. They evaluate such factors as uniform, participation, attendance, absence, and lateness. Students' behavior and attitude during classes are also mostly reflected in assessment. 68.8% (thirty three) respondents answered that they evaluated students' attitude every class.
Third. as for the awareness of performance assessment according to students' gender, both boys and girls are found to be well aware of the assessment. They showed positive responses toward the number of assessment, fairness and accuracy of self assessment and peer assessment; toward humanistic education and academic achievement which are results of performance assessment, boys showed positive responses whereas girls showed negative ones.
Fourth, the comparison of awareness of performance assessment according to school type shows that respondents from all types of boys', girls' and co-ed high schools responded positively, and especially respondents from boys' high school answered more positively. As for the reflection of students' interest on the assessment, respondents from all types of boys', girls', and co-ed high schools responded negatively, and especially respondents from co-ed high schools answered more negatively. Respondents from all types of high school, especially those from girls' high schools answered positively to the question regarding standards, function of performance assessment, appropriateness of reflection rate and the number of assessment of students' knowledge and attitude. With regard to fairness of performance assessment and accuracy of self assessment and peer assessment, respondents from both boys' and girls' high schools answered positively, especially there were more positive answers from girls' high schools. Respondents from boys' and girls' high schools answered more negatively than those from co-ed high schools to the question regarding effectiveness of group assessment in performance assessment. To the question of contribution of performance assessment to humanistic education, respondents from co-ed high schools answered more negatively than those from boys' and girls' high schools.
Respondents from boys' and girls' high schools showed positive responses on the contribution of performance assessment to academic achievement, whereas respondents from coeducational high schools showed negative responses. which is statistically significant(F=3.909, p= .021). However, aftermath verification showed that only respondents from boys' and coeducational high schools showed significant difference (p= .020).

참고문헌 (Reference)

1 이유걸, "학교체육의 수행평가에 대한 운영실태 및 교사와 학생이 보는 인식도" 국민대학교 교육대학원 2003

2 유승희, "학교체육 실태조사 및 개선방안 국민체육진흥공단 체육과학 연구원" 2001

3 김상국, "학교체육 실태조사 및 개선 방안 국민체육진흥공단 체육과학 연구원" 2001

4 교육부, "초중고등학교 학교생활기록부 전산처리 및 관리지침" 교육부 훈령 제 587호 1999

5 교육부, "초 중등학교 교육과정 교육부 고시" 1997

6 임철수, "체육의 수행평가에 관한 교사와 학생의 인지도" 신라대학교 교육대학원 2000

7 이수맹, "체육교육길잡이-실무편람과 수행평가" 세종출판사 2002

8 김정식, "체육교과 포트폴리오 수행평가 유형이 학습자에게 미치는 교육적 효과" 고려대학교 대학원 1999

9 조한무, "체육과 수행평가의 실제 열린 교육연구" 439-476, 1999

10 예종이, "체육 평가의 문제점과 스포츠교육 모형에서의 수행평가" 한국교원대학교 2001

11 김택천, "인문계 고등학교 체육 수행평가 적용상의 장애요인 분석" 한국체육학회 43 (43): 217-228, 2004

12 신승윤, "외국에서의 체육과 수행평가 수행평가 현장 정착을 위한 세미나자료집" 한국교육과정 평가원 1999

13 허경철, "수행평가 정책 시행 실태와 그 개선 방향 탐색" 국민대학교 대학원 1999

14 교육부, "새로운 대학 입학제도와 교육 비젼2002" 교육부 1998

15 정우식, "기계체조 수행평가 도구 개발과 적용에 따른 실행 연구" 2001

16 김재춘, "교육의 질 관리를 우한 교육과정평가의 기본 모형 탐색" 1998

17 김용환, "교수능력 향상을 위한 교재개발 모형" 청주교육대학원 2003189-211

18 황현자, "고등학교 체육평가 실태와 그 개선 방향 탐색" 1997

19 김택천, "고등학교 체육수업의 수행평가 실태분석" 2002

20 Feuer, "The many faces of performance assessment" 1993

21 Defina, "Portfolic assessment:Getting started" 1992

22 Perrone,V, "Expanding student assessment" Association of Supervision and Curriculum development 1991

23 Haertel, "Encyclopedia of Educational Research" 1992

24 Lund, "Authentic assessment: Its development & application" 22-28, 1997

25 Baron, "Authentic Assessment" Co Inc tech (tech): 1995

26 Wiggins, "Assessment: Antheticity.context and validity" 1993200-214

27 Mctighe, "Assessing learning in the classroom Washington" 1994

28 Herman, "A Practical Guide to Alternative Assessment Association for Supervision and Curriculum Development" 1992