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포트폴리오 프로그램의 대안평가 활용에 대한 특수교육 교사의 인식
정소영 ( Dong Young Chung ),정동영 ( So Young Jeong ) 한국특수아동학회 2011 특수아동교육연구 Vol.13 No.3
The purpose of this study is to investigate the special education teachers` perception on the use of portfolio as an alternative assessment. Based on institution of employment and appointed grade, 104 elementary special education teachers were selected into experimental groups and comparative groups with 13 teachers respectively. First, the results showed that there were differences in the impact on special education teacher`s perception of alternative assessment depending on the institution of employment. In particular, the special school teachers` perception of reliability, validity, and efficiency increased significantly compared to that of special class teachers. Secondly, the results indicated that there were differences in the impact on the special education teacher`s perception of alternative assessment depending on the appointed grade level. In particular, the lower grade special class teachers` perception of efficiency and effectiveness significantly increased compared to that of higher grade special class teachers. As seen above, special education teachers improved their perception for alternative assessment by using portfolio assessment. Teachers who work at special education schools perceive portfolio assessment as a useful assessment tool ensured with reliability, validity, and efficiency. Teachers who work in lower grade classes perceive portfolio assessment as a useful assessment tool ensured with efficiency and effectiveness. Therefore, portfolio program should be presented to the students as an alternative assessment method ensured with reliability, validity, efficiency, and effectiveness.