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 wit...
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.