형성적 기능 중심의 대학 강의평가 공개를 위한 연구

채수은 ( Soo Eun Chae ),손영민 ( Young Min Son ) 안암교육학회 2015 한국교육학연구 Vol.21 No.1

본 연구는 최근 확산되어가고 있는 대학의 강의평가 공개가 원래의 강의평가 도입취지인 교육의 질 향상을 위한 형성적 기능에 충실하고 있는가라는 문제의식에서 출발하였다. 현재 시행되고 있는 강의평가의 기능에 대한 교수, 학생의 인식을 살펴보고 실제 강의평가 결과를 분석하여 그 결과의 공정성에 대한 검증을 해 보았다. 분석결과, 교수·학생들은 대부분 강의평가의 기능을 형성적 기능으로 파악하고 있었으나 실제 교수·학습개선이 이루어지는가에 대한 학생들의 인식은 매우 낮았다. 또한 강의평가결과에 영향을 미치는 요인별로 강의평가결과를 분석해본 결과 특성별로 유의한 차이가 있어 그동안 밝혀진 선행연구결과와 일치하였다. 따라서 이러한 특성별 차이를 무시하고 강의평가 결과를 공개하는 것은 불합리함을 확인할 수 있었다. 그럼에도 불구하고 국내 대학평가공개는 대부분 순위와 평점에 근거해 공개하고 있다. 수리적 해법으로 영향요인을 통제한 균등화방법을 사용한다하더라도 이는 교수업적평가와 같은 총괄적 기능에는 합당하나 수업의 질 개선을 위한 교수-학생의 의사소통 증대 및 학생을 위한 사전정보제공이라는 형성적 기능을 수행하지는 못하는 것으로 판단된다. 이러한 연구결과를 토대로 형성적 기능을 강화한 강의평가 공개방안에 대해 제언하였다. The present study was driven by the recent needs for formative functions of course evaluations, which have been recognized as an ultimate goal to advance educational quality in universities. This study surveyed instructors and students1 awareness of functions of course evaluation and tested evaluation fairness using a course evaluation result from a university in South Korea. The participant instructors and students recognized importance of the formative function of course evaluation. However, the actual application of the evaluation to reform courses in the next semester was not captured according to the responses. Further, various course characteristics were reported as making significant differences in the course evaluation, which were consistent with the previous literature. Such differences appeared, therefore, to be core factors that make unfair course evaluation results. Nevertheless, most of the open course evaluation systems in South Korea are based on simple ratings and average scores. Further equalization of the evaluation scores by controlling for the noise effects would not definitely warrant formative functions such as increasing student-teacher communication or providing prior-information of the courses but the summative functions of the course evaluation. We suggested strategies for establishing an open course evaluation system to ensure the formative function.

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.

Sprachenportfolio als eine Leistungsmessungsmethode im Fremdsprachenunterricht: Für eine neue Bewertungskultur

권영숙 장로회신학대학교 기독교사상과문화연구원 2015 장신논단 Vol.47 No.3

The purpose of a foreign language in modern society, which possesses multi-cultural, multi-lingual and mobile characteristics, is the cultivation of global learners who are equipped to be creative and selfdirective, capable of exceeding cultural barriers. However, the most important issue in foreign language education is not only the teaching but also the evaluation or assessment of the learner’s achievement. In this study I define two types of evaluation; the ‘formative evaluation and the ‘summative evaluation.’ The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments help students identify their strengths and weaknesses and target areas that need to work. The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. In this paper I will suggest that the formative evaluation that can be used by the instructor and the students to guide improvements in the ongoing teaching and learning context, is far more effective than the traditional usage of summative evaluation, which measures the level of success or proficiency that has been obtained at the end of an instructional unit. The latter assessment hinders not only the development of the learner’s abilities as individuals in a learner-centered educational environment but also in the progress to be a global learner. Hence, with the actual collection of learners’ assessment, which is ‘Learning- Portfolio’, I propose that the formative evaluation can improve and refine not only teaching practices but also help improve students’ learning and performance as oppose to the summative evaluation.

스포츠 정책평가 및 정책실패의 수용

유재구,권세정 한국스포츠엔터테인먼트법학회 2022 스포츠와 법 Vol.25 No.4

The purpose of this study is to analyze the concept of policy evaluation and policy failure in the sports field, and to make suggestions for practical policy failure reduction. In order to achieve this objective, the necessity of discussing policy failure, policy evaluation, and content of policy failure were reviewed. In addition, the direction and implementation plan for policy evaluation were presented based on the relevant laws. Finally, contents for evaluation and improvement of sports policy failure were derived. The main results are as follows. Policies in the sports field tend to be accepted as good policies due to their good intentions and public acceptance, but a clear policy evaluation is needed in the future. Policy evaluation is evaluated by dividing it into a policy formation stage and a policy implementation stage, and various evaluation criteria and failure factors must be approached comprehensively. In determining policy failure, the achievement of objectives, ripple effects, failure to implement, human failure, physical limitations, and procedural problems must be considered. The composition of policy evaluation indicators is necessary. Next, the basis and direction of sports policy evaluation were reviewed with respect to the Basic Act on Government Business Evaluation. Confirmation of the basis for evaluation of sports government work through legal content analysis, confirmation of subject and content scope of evaluation, direction of government evaluation system, evaluation principle, subject of policy evaluation, subject of evaluation of public institutions, establishment of operational evaluation base It was confirmed that support and utilization of evaluation results were suggested by law. The operation direction of the evaluation system was suggested according to the contents of each review. In the future, an appropriate sports policy evaluation system should be operated, and through this, the concept of policy failure should be generalized to secure policy efficiency, effectiveness, and accountability.

SPRACHENPORTFOLIO ALS EINE LEISTUNGSMESSUNGSMETHODE IM FREMDSPRACHENUNTERRICHT

KWAN Yeong-Sook(권영숙) 장로회신학대학교 기독교사상과 문화연구원 2015 장신논단 Vol.47 No.3

개별피드백을 통한 형성평가가 수학 학업성취도 및 정의적 영역에 미치는 효과

안종수 ( An Jong Su ) 부산대학교 과학교육연구소 2021 교사교육연구 Vol.60 No.1

최근에 학생들의 창의성과 학습능력과 같은 고등 사고기능을 평가하기 위하여 전통적인 선택형 평가의 새로운 대안으로 학교 현장에 형성평가의 도입의 필요성이 대두되고 있다. 본 연구의 연구문제는 다음과 같다. 첫째, 개별피드백을 통한 형성평가가 수학 학업성취도에 어떠한 영향을 미치는가? 둘째, 개별피드백을 통한 형성평가가 정의적 영역에 어떠한 영향을 미치는가? 셋째, 개별피드백을 통한 형성평가 실시로 인한 학생들의 반응은 어떠한가? 연구결과로는 첫째, 개별피드백을 통한 형성평가를 한 연구군은 전통적인 수업을 한 비교군에 비하여 수학 학업성취도의 변화에 매우 도움이 됨을 알 수 있다. 둘째, 연구군은 비교군에 비하여 정의적 영역에 유의미한 향상을 보여 주고 있다. 셋째, 개별피드백을 통한 형성평가를 한 연구군 학생들의 반응은 긍정적인 방향으로 향상되었고 다소 부정적인 반응도 있었다. In recent years, in order to evaluate higher thinking skills such as creativity and learning ability of students, the necessity of introducing formative evaluation in the school field has emerged as a new alternative to the traditional selective evaluation. The research problems of this study were as follows. First, how did the formative evaluation through individual feedback affect mathematics academic achievement? Second, how did formative evaluation through individual feedback affect the affective domain? Third, what was the reaction of the students due to the formative evaluation through individual feedback? As a result of the study, first, it could be seen that the study group, which was conducted using process-based evaluation through individual feedback, was very helpful in the change of mathematics academic achievement compared to the comparative group who received explanatory classes based on traditional textbooks. Second, the study group showed a significant improvement in the affective area compared to the comparison group. Third, the responses of the students in the study group who performed the formative evaluation through individual feedback improved in a positive direction, although there were some negative responses.

민주시민교육 프로그램 개발 및 평가

허영식 경희대학교(국제캠퍼스) 국제지역연구원 2011 아태연구 Vol.18 No.1

The purpose of this paper is to share the results of a study that focused on the trends regarding the development and evaluation of civic education programs. To arrive at this aim, the researcher dealt with the following themes: development of educational programs and model of factors, curriculum and selection of contents, concept and characteristics of program evaluation, problems related to program evaluation, school development planning and self-evaluation, and cases of development and evaluation of civic education program. The bottom line of this article can be formulated as follows:① In program development we have to clarify the relevant factors, make a decision considering those factors, and keep in mind a set of action process including evaluation of aspects of both process and consequence. ② Because evaluation of educational programs is not a lab experiment in a strict sense, it seems to be desirable to consider a process-accompanying or formative evaluation as a better alternative. ③ Evaluation of civic education programs can be expected, after all, to contribute to consolidating the fundament of legitimacy and to ameliorating quality assurance. ④ Based on the two cases of development and evaluation of civic education program, we can identify the plausibility and usefulness of analysis and assessment of questionnaire results in the sense of above-mentioned process-accompanying or formative evaluation. 민주시민교육에서 평가는 오늘날 많은 관심을 유발하면서 동시에 논란의 소지가 적이 않은 분야이다. 특히 교육프로그램의 효과에 대한 질문이 빈번히 제기되면서 평가는 더 이상 소홀히 다룰 수 없는 문제로 우리의 시야에 들어오고 있다. 이러한 배경과 문제의식에서 출발하여 이 글은 민주시민교육 프로그램의 개발과 평가에 관한 최근의 동향과 추세를 개관하고, 이 맥락에서 시사점을 도출하고 반영하는 차원에서 프로그램 개발 및 평가 사례를 살펴보는 데 목적을 두었다. 이 목적에 도달하기 위하여 민주시민교육 프로그램 개발과 평가에 관한 일반적인 개념 및 특징과 더불어 최근의 경향과 전개양상에 관해 기술하였다. 이어서 두 가지 주제영역에 해당하는 민주시민교육 프로그램 개발 및 평가 사례를 소개하였다. 여기서 도출할 수 있는 결론은 다음과 같이 정리할 수 있다. 첫째, 프로그램 개발에 있어서는 관련된 모든 요인들을 명료화하고, 그 요인들을 고려하여 의사결정을 내려야 하며, 과정적․결과적 측면에서 평가를 하는 일련의 행위과정을 염두에 두어야 한다. 둘째, 교육프로그램의 평가가 명백한 인과관계를 입증할 수 있는 실험실의 실험이 결코 아니라는 점을 감안할 때, 교육현장에서는 형성평가에 더 많은 기대를 걸어보자는 제안에 주의를 기울일 필요가 있다. 셋째, 민주시민교육에 대한 평가를 폭넓게 이해한다면 그것은 결국 정당성의 기초를 더욱 공고히 하고 질의 관리 측면에서 보다 더 확고한 질을 담보하는 데 기여할 수 있을 것이다. 넷째, 질의 관리에 지향을 둔 접근방안은 학교에서 민주시민교육을 개선하는 데 도움을 줄 수 있다. 다섯째, 프로그램 개발 및 평가의 사례에서 확인할 수 있는 바와 같이, 교육현장에서는 개선점이나 건의사항을 포함한 설문조사 결과에 대한 분석․평가를 바탕으로 하여 차기 프로그램 개발에 반영할 수 있는 가능성을 모색하고 동시에 그 한계에 대하여 명료화할 필요가 있다.

과정중심평가에서 자기평가, 동료평가, 교수자평가가 학생들의 영어수업실연 능력에 미치는 영향

이승은,김경훈 21세기영어영문학회 2022 영어영문학21 Vol.35 No.4

The purpose of this study is to find out the effects of self-evaluation, peer-evaluation and teacher-evaluation on students’ English microteaching competence and investigate students’ perception of those evaluations in the process-focused assessment. The participants of the study were 20 students in their senior year. The findings are as follows: the 19 students report that the self-evaluation, peer-evaluation and teacher-evaluation helped to enhance their abilities in English microteaching. The students considered the teacher-evaluation as the most helpful and they chose the teacher-evaluation to get themselves assessed for their English microteaching among those 3 evaluations. The reasons of their choice were that teacher-evaluation is expert and objective assessment. Although self-evaluation and peer evaluation were big helps for the students to improve their English microteaching competence in the process-focused assessment, it was found out that the students rely on teacher-evaluation more than the other evaluations for their study. If right perception of self-evaluation and peer-evaluation as formative assessments were established, process-focused assessment by driven students would be performed on the right track.

Developing a Video-based Smart Mastery Learning through Adaptive Evaluation

Jeongim Kang,Moonhee Kim,Seong Baeg Kim 보안공학연구지원센터 2014 International Journal of Software Engineering and Vol.8 No.11

This paper proposes to develop a novel e-learning model based on dynamic formative evaluation. In case of the evaluation of the existing e-learning, repetitive learning to achieve mastery, causes learners to degrade immersion and become neglectful of learning. The dynamic formative evaluation proposed is able to supplement the limitations of the existing approaches. Since a repetitive learning method does not provide perfect feedback, this paper puts an emphasis on dynamic formative evaluation that is able to maximize learning achievement. Through the dynamic formative evaluation, the instructor is able to refer to the evaluation result when making an assessment about the learner. For our model that shows the flow chart of learning, based on dynamic formative evaluation, we prove its effectiveness and validity by implementing our model and analyzing it.

교실평가에서 이루어지는 과정중심평가의 특성과 의미 : 서울시 소재 중학교 사례를 중심으로 한 질적연구

정혜진(Jung, Hyejin),지은림(Chi, Eunlim) 한국교육평가학회 2020 교육평가연구 Vol.33 No.4

본 연구는 중학교 교실 안에서 이루어지는 학생평가에 대한 학생들의 경험과 인식에 주목하여 과정중심평가의 특성과 의미를 탐색하고자 하였다. 연구를 위해 중학교 3학년 학생 6명을 대상으로 한 질적연구를 수행하였으며 구체적인 연구는 반구조화된 질문을 통한 심층면담으로 이루어졌다. 이를 통해 교실평가가 실제 어떻게 이루어지고 있는지 학생들의 구체적인 경험을 살펴보고, 그 경험에서 과정중심평가의 특성과 의미를 탐색하였다. 분석 결과에 따르면, 먼저 학생들의 경험과 인식은 ‘교실 속 평가의 실제 모습’과 ‘평가 결과가 나에게 주는 의미’라는 대주제로 구분할 수 있었다. ‘평가의 실제 모습’은 지필평가, 수행평가, 형성평가와 피드백과 같은 유형으로 세분화할 수 있었으며, ‘평가 결과의 의미’에서는 긍정적인 의미와 부정적인 의미 모두를 확인할 수 있었다. 연구 결과를 살펴보면 첫째, 수행평가가 본래의 취지에 맞게 학생들에게 다양한 경험을 제공하고 생각을 유도하는 과제로 운영될 때 과정중심평가로서 적합하다고 볼 수 있다. 둘째, 학습의 과정에 대한 점검이 이루어진다는 측면에서 형성평가는 과정중심평가로서의 가치를 지니며 이때 과정 및 결과에 대한 피드백이 반드시 수반되어야 한다. 셋째, 과정중심평가가 학생의 성장과 발달을 지원하는 본연의 교육적 기능을 수행하기 위해서는 평가 결과의 기재방식도 개선될 필요가 있다. This study aims to explore the characteristics and the meaning of process-based evaluation by analyzing middle school students’ experiences and perceptions. For the study, a quailitative research was conducted by the in-depath interviews with 6 middle school students. The in-depth interviews about the students’ experiences in context of the classroom evaluation examined how classroom evaluations were actually implemented and explored what the characteristics and the meaning of process-based evaluation were. The results show that the students’ experiences and perceptions could be classified by ‘the acutal characteristics of evaluations in the classroom’ and ‘the meaning made by the results of evaluations.’ The acutal characteristics of evaluations in the classroom’ could be re-classified by paper-and-pencil test, performance assessment, and formative evaluation with feedback, and both the positive and the negative meanings could be found from the results of evaluations. The conclusions are as follows: First, performance assessment is appropriate for process-based evaluations in terms of providing students with various experiences and making students to think. Second, formative evaluation is meaningful for process-based evaluations by monitoring the process of learning, and proper feedbacks must be provided by teachers with the formative evaluations. Third, the method of recording the results of evaluation should be improved to make evaluations to accomplishing the educational functions.