음악교실을 위한 창작 평가 지침 활용 방안 연구 = A Study of Application of Rubrics for creating in Music Classroom

다국어 초록 (Multilingual Abstract)

There have been many recent studies considering new directions in evaluation and offering alternative assessment systems. Such alternative assessment systems often focus on evaluating the appropriacy of student responses. Thus assessment is used to provide information related to learning goals and satisfactory experiences, such as a sense of achievement, as well as proving musical technique and measuring improvement and development in students.
In the music classroom, musical creating plays a great role. The Seventh National Curriculum in music education focuses on problem solving ability and development of creativity in music education.
The assessment of creating is subjective in nature, so there is difficulty in making its criteria clear. But clear criteria for assessment are necessary for music teachers and students, in order to solve the basic question of which works are to be considered successful.
When teachers provide students with tasks for creating, one method of both teaching and providing specific feedback is the use of instruments called rubrics. Rubrics mean a set of assessment criteria, and include categories of elements for specific grading and evaluation. Thus rubrics can be considered both assessment guidelines for students and assessment instruments for teachers. Teachers should use these rubrics according to the specific features of tasks, evaluating tasks that make students demonstrate their ability to combine knowledge and technique and apply concepts to music activities. In this way, rubrics can be very helpful to teacher and student alike, and teachers can refer to the rubric during the students performance of the task and use it as a medium of teacher-student communication.
However, the new assessment method should be applied as an educational goal for the students individual development, not used to discriminate or compare. Use of rubrics in creating as one of many explorations of the new direction in learning assessment can improve the teachers comprehension of musical work, while satisfying their need for an assessment instrument. When students perform the tasks with these rubrics and are assessed, assessment can be more specific and objection and provide students with prompt feedback and methods for improving their musical comprehension.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 음악과 평가의 개념적 논의
• 1. 학습 평가의 개념
• 2. 학습 평가의 내용
• 3. 학습 평가의 유형
• Ⅲ. 음악교실을 위한 창작평가 지침 활용 방안
• 1. 음악과 평가도구로서의 평가 지침
• 2. 창작평가 지침 사례 및 활요 방안
• Ⅳ. 결론