초등과학영재학생의 과학창의성에 대한 자기 평가, 교사 평가, 객관적 평가의 비교 분석

김민주 ( Kim Min-ju ),임채성 ( Lim Chae-seong ) 한국초등과학교육학회 2018 초등과학교육 Vol.37 No.4

This study aims to compare student self-, teacher-, and objective assessments of elementary science-gifted students’ scientific creativity. A science-gifted program on the topic of Hydraulic Machine was implemented to 40 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The products of the students’ activities were assessed by three types of ‘Student Self-Assesment’, ‘Teacher- Assesment’, and ‘Objective Assessment using Formula’. Based on two essential components of creativity, the scientific creativity is divided into two parts of originality and usefulness. Ideas that satisfy both components can be counted as scientifically creative. The main results of this study are as follows: First, the scores of each week and the average of the overall four-week scores on scientific creativity were significantly correlated. Student self-assessment (r=.687), teacher-assessment (r=.715), and objective assessment (r=.724) appeared consistently over instructional periods. Second, the average scores of student self-, objective, and teacher-assessments were 73.15, 35.72, and 26.60, respectively. The result of student self-assessment on scientific creativity tended to be higher than those of formula and teacher. Third, among the three types of assessment on scientific creativity, a strong correlation appeared between teacher- and objective assessment (r=.974), but neither between student self- and objective (r=.161) nor between student self- and teacher- (r=.213). Fourth, the scores on originality component had a positive correlation between teacher- and objective assessment (r=.713). The scores of student self- and teacher-assessments had a significant correlation too (r=.315), but not between student self-and objective assessment (r=.279). Fifth, the scores on usefulness component did not have a significant correlation between student self- and teacher-assessment (r=.155). Sixth, there was no significant difference on scientific creativity between student self- and objective assessment [χ²(1, n=40)=1.667, p<.197]. Not between student self- and teacher-assessment either [χ²(1, n=40)=1.616, p<.204]. On the contrary, there was a significant difference between teacher- and objective assessment [χ²(1, n=40)=32.593, p<.000]. Seventh, the students were categorized into four groups according to the levels of their scores by student self- and teacher-assessment. The result showed that factors influencing student self-assessment are inherent in the personality traits of gifted individuals, such as self-esteem and perfectionism. The findings suggested that there are challenges for the educators to make efforts to construct consistent assessment methods for scientific creativity.

초등과학영재학생의 과학창의성에 대한 자기 평가, 동료 평가의 비교 분석

김민주,임채성 한국초등과학교육학회 2019 초등과학교육 Vol.38 No.4

This study aims to compare self- and peer-assessments of science-gifted elementary students’ scientific creativity. A science-gifted program on the Pascal’s principle was implemented to 40 fifth-graders in the Science- Gifted Education Center for two weeks. After that, students presented their results from a scientific creativity task using the principle in class. The task was to devise a new and useful tool using the principle, and it included the students’ self-assessment about their idea. During presentation, students were asked to assess the works of peers and write down the reasons that they gave the scores they gave. Shortly, student self- and peer-assessments about students’ scientific creativity outcomes were compared. Based on two essential components of creativity, ideas that satisfy both originality and usefulness can be counted as scientifically creative. The main results of this study are as follows: First, the average scores of student self- and peer-assessments were 71.5 and 61.9. Second, the standard deviations of student self- and peer-assessments were 14.47 and 5.79. Third, among scientific creativity, originality, usefulness scores, only originality had a significant correlation between student self- and peer-assessment (r=.42). Fourth, the students were categorized into four groups according to the levels of their scores by student self- and peer-assessment. And the frequencies of peer-assessment group had a significant difference at p<0.05 level, according to self-assessment group (Chi Square=4.0000, df=1, p=0.0455). Fifth, through a case study by group, the results suggesting that self-assessment could be affected by the students’ self-efficacy and perfectionism and such effect could also influence peer-assessment have been found. The result showed that how the student self- and peer-assessment of scientific creativity are different and what the students’ thoughts on the evaluation of scientific creativity are. The findings suggested that there are several things to consider for the educators to make efforts to construct consistent assessment methods for scientific creativity.

중학교 과학 수업에서 학생주도평가가 성취정서와 과학개념이해에 미치는 영향

윤다정,박지훈,남정희 대한화학회 2023 대한화학회지 Vol.67 No.4

The purpose of this study was to examine the effect of student-led assessment on achievement emotions and science concept understanding in middle school science classes. For this purpose, 4 of the 7 classes in the third grade of middle school in small and medium-sized cities were selected as the experimental group and conducted student-led assessment, while the comparative group (3 classes) conducted teacher-led assessment. The student-led assessment consisted of 4 stages in which learners took initiative to set learning goals and develop assessment criteria, conduct self assessment and peer assessment, and carry out seven assessment activities. Student-led assessment was effective in improving positive achievement emotions and relieving negative achievement emotions and increasing students' science concept understanding in middle school students. Students perform student-led assessment, grasp their reach, and repeatedly go through reflective thinking to compensate for deficiencies in the learning process. Therefore, student-led assessment can be used as a tool to increase science concept understanding by continuously checking the level of science concept understanding.

대안평가의 특성 및 효용성에 대한 탐구

강종구 한국시각장애교육&재활학회 2009 시각장애연구 Vol.25 No.4

Many students with disabilities experience difficulties to be appropriately assessed by standardized assessment. Students with disabilities who experience difficulties in standardized assessment have to be assessed by standardized assessment with modification or alternate assessment designed for students with disabilities. This study attempted to explore alternate assessment which can be used for assessing students with disabilities. It is necessary to consider the following characteristics for the use of alternate assessment. First, it is necessary to know the characteristics and benefits of alternate assessments. This study explored the characteristics of alternate assessment and the effects to be acquired by alternate assesment. Second, it is necessary to know the types of alternate assessment which can be used for students with disabilities. This study discussed three major alternate assessments which are often used for assessing students with disabilities. Third, it is necessary to know the factors which influence alternate assessment. When students with disabilities are assessed without enough consideration of the factors influencing alternate assessment, the effects of alternate assessment are limited. Therefore, this study attempted to find the factors which influence alternate assessment and discussed the considerations for the effectiveness of alternate assessment. The study contemplated how to effectively use alternate assessment to students with disabilities based on the three topics. In particular, this study attempted to discuss how to apply alternate assessment to Korean students with disabilities. 많은 장애학생들은 표준평가를 통해서는 적절한 평가를 받기 어렵다. 표준평가에 어려움을 겪는 장애학생은 표준평가의 수정을 통해 평가받거나 장애학생을 위해 고안된 대안평가를 통해 평가받아야 한다. 본 연구에서는 장애학생을 평가하는데 사용될 수 있는 대안평가를 살펴보고자 하였다. 대안평가의 사용을 위해서는 다음과 같은 특성들을 고려해야 한다. 첫째, 대안평가의 특성 또는 장점을 알아야 한다. 이를 위해서는 대안평가의 특성은 무엇이며 대안평가를 통해 얻을 수 있는 효과는 어떠한 것이 있는지 알아야 한다. 둘째, 장애학생에게 어떠한 종류의 대안평가가 사용될 수 있는지 알아야 한다. 본 연구에서는 장애학생을 평가하는 방법으로 자주 사용되는 세 가지 대안평가들을 살펴보았다. 셋째, 대안평가의 사용에 영향을 미치는 요소들을 알아야한다. 대안평가에 영향을 미치는 요소들에 대한 충분한 고려 없이 장애학생을 평가할 경우 대안평가의 효율성이 제한될 수 있다. 따라서 대안평가에 영향을 미치는 요소들은 어떠한 것들이 있으며 대안평가의 효율성을 위해 고려해야 할 점들에 대하여 알아보았다. 본 연구는 이상에서 논의한 세 가지 방안들을 중심으로 장애학생에게 대안평가를 효과적으로 사용할 수 있는 방법들을 모색하였다. 특히 국내 장애학생들에게 대안평가가 어떻게 적용될 수 있는지에 관하여 다루고자 하였다.

Learning-oriented Classroom Assessment in the Korean Secondary School Context

김현정,Gi Jung Kim 한국영어평가학회 2021 영어평가 Vol.16 No.2

The purpose of this study is to explore the learning-oriented aspects of two online computer-based classroom assessments: the student-generated reading comprehension test development task and the KICE-eAssessment. This study draws upon Carless’ (2007) framework for learning-oriented assessment. The studentgenerated reading comprehension test development task is a teacher-designed online classroom-based reading assessment. For this assessment, students create three reading comprehension tests based on the reading texts covered in class. The English language part of the KICE-eAssessment is an online computer-based English language assessment system used to evaluate students’ communication skills and civic competency. In relation to the first component of Carless’ (2007) framework, assessment tasks as learning tasks, both assessments are learning-focused in the sense that their designs are based on the achievement standards and competencies in the current national curriculum of Korea (Ministry of Education, 2015a) and/or real-life language use. The second component of the framework, student involvement, is also achieved by these two classroom assessments, which incorporate self- and peer-evaluation into their assessment tasks. The last component of the framework, feedback as feedforward, is integrated into these two classroom assessments. This component provides students with timely and forward-looking feedback from the teacher, peers, and the computer-based assessment system. The purpose of this study is to explore the learning-oriented aspects of two online computer-based classroom assessments: the student-generated reading comprehension test development task and the KICE-eAssessment. This study draws upon Carless’ (2007) framework for learning-oriented assessment. The studentgenerated reading comprehension test development task is a teacher-designed online classroom-based reading assessment. For this assessment, students create three reading comprehension tests based on the reading texts covered in class. The English language part of the KICE-eAssessment is an online computer-based English language assessment system used to evaluate students’ communication skills and civic competency. In relation to the first component of Carless’ (2007) framework, assessment tasks as learning tasks, both assessments are learning-focused in the sense that their designs are based on the achievement standards and competencies in the current national curriculum of Korea (Ministry of Education, 2015a) and/or real-life language use. The second component of the framework, student involvement, is also achieved by these two classroom assessments, which incorporate self- and peerevaluation into their assessment tasks. The last component of the framework, feedback as feedforward, is integrated into these two classroom assessments. This component provides students with timely and forward-looking feedback from the teacher, peers, and the computer-based assessment system.

교사의 학생평가전문성과 중등교사 양성과정

김신영(Kim Shinyoung) 한국교육평가학회 2007 교육평가연구 Vol.20 No.1

최근 이루어지고 있는 학교교육의 개혁은 교사들에게 수준 높은 학생평가전문성을 요구하고 있다. 교사의 평가전문성이 중요한 이유는 교사는 학생의 학업성취수준을 파악해 학습을 관리하고 모니터링해 줄 수 있어야 하기 때문이다. 한국교육과정평가원은 교사가 학생을 제대로 평가하기 위해 요구되는 평가지식과 기술을 중심으로 교사의 학생평가전문성기준을 개발하고 이에 기초한 교사의 학생평가전문성 계발 및 질 관리를 제안하고 있다. 이에 본 연구에서는 전문직의 조건과 교직의 비전문화 현상을 살펴보고 현재 중등교원 양성과정에서 학생평가전문성 계발을 위해 어떤 교육경험이 제공되고 있는지를 알아보았다. 또한 현장교사와 예비교사의 학생평가전문성 수준을 한국교육과정평가원이 개발한 교사의 학생평가전문성 진단도구로 진단해 보았다. 이는 중등교사양성과정에서 제공되어야 할 평가전문성 신장을 위한 교육경험의 구성과 교사의 학생평가전문성 신장방안의 모색에 의미있는 기초정보로 활용될 수 있을 것이다. The recent educational reform implemented nationwide requires that teachers possess a high level of student-assessment competency. Teachers’ competency of student assessment is important since it helps teachers to be prepared to monitor student learning and evaluate student achievement. However, most teachers frequently report that they are not fully prepared to undertake assessment-related activities. This may be mainly due to the fact that teachers receive little or no formal assessment training in the existing pre-service programs. This study has attempted to address the importance of teacher assessment competency by reviewing the current teacher certification programs and quantifying the level of teacher preparation in student assessment. The results indicate that most of the current educational evaluation courses do not provide adequate coverage for the assessment competency required of teachers. Even if they had, they were not compulsory. Based on the diagnostic tools developed by the Korea Institute of Curriculum and Evaluation(KICE), the level of student assessment competency of pre-service, as well as in-service teachers, were shown to be moderate. These findings indicate a significance for exploring and providing the educational experiences necessary to enhance the overall student-assessment competency levels of teachers.

단위학교 학생평가 결과를 활용한 학생 개인별 성장 모니터링 방안 연구

김인숙,박종임,배화순,지영래 한국교육과정평가원 2020 교육과정평가연구 Vol.23 No.2

The purpose of this study is to continuously, individually monitor a student’s growth by utilizing student assessment data in response to a recent student assessment paradigm and associated policies, so that student assessment data can be used as useful information to help students grow and develop. For this, the direction of the monitoring system for individual student growth was explored by analyzing the current status of student assessment data in schools and previous domestic and abroad cases of the individual student’s growth monitoring system. The 'student growth monitoring system' which provides teachers with student data was developed in order to keep a comprehensive analysis of recorded data and to conveniently manage the assessment results of students. The system was applied to seven middle schools and one high school for Korean Language, Social Studies and Science, and ways to utilize growth monitoring information based on the results of the pilot test were explored. A satisfaction survey was done with a total of 210 students and 8 teachers. To conclude, both students and teachers showed the most positive response to the feedback and improvement aspects of the assessment that the growth monitoring system developed in this study. Opinions on system improvement were also focused primarily on feedback and information enhancement for further improvement of learning. Based on the results of the study, policy suggestions were made to develop student growth monitoring system utilizing student assessment data. 본 연구는 최근의 학생평가 패러다임 및 관련 정책의 변화에 부응하여 학교 현장에서 산출되는학생평가 데이터를 활용하여 학생의 성장을 지속적으로 모니터링 함으로써 학생평가 데이터가 단순히성적 산출에만 활용되는 것이 아니라 학생의 성장과 발달을 돕는 유용한 정보로써 활용될 수 있는 방안을마련하는 데에 목적이 있다. 우선 학생 개인별 성장 모니터링 방향을 마련하기 위해 단위 학교에서의학생평가 데이터 활용 현황과 국내외 학생 개인별 성장 모니터링 사례를 분석하여 시사점을 도출하였다. 다음으로는 학생평가 데이터 생성 및 기록, 활용 관련 문서와 학생평가 데이터의 유형 및 포함 정보를분석하여 국내의 교실 평가 상황을 파악하였다. 또한 교과별로 모니터링 세부 방안을 마련하였는데구체적으로는 모니터링 기준인 성장요소를 설정하여 이를 성취기준과 연계하고, 성장요소 수준진술문과 성취기준 요약 진술문을 개발하였다. 끝으로 이러한 교과별 세부 방안을 적용하여 학생 개인별모니터링을 할 수 있도록 학생 개인별 성장 모니터링 프로그램을 개발하고 이를 시범 적용하였다. 시범적용과 설문은 중학교 2학년 3개 학급, 중학교 3학년 4개 학급, 고등학교 1학년 1개 학급에 대하여학생 210명, 교사 8명을 대상으로 하였다. 종합하면, 학생과 교사 모두 본 연구에서 개발한 성장모니터링 프로그램이 가지고 있는 평가의 피드백 측면, 학습 개선 측면에 대해서 가장 긍정적인 반응을보였다. 이러한 연구 결과를 바탕으로 하여, 학생 개인별 성장 모니터링 프로그램 활용도 제고를 위한제언을 하였다.

참 평가로서의 도덕과 평가

최신일 ( Shin Il Choi ) 한국초등도덕교육학회 2013 초등도덕교육 Vol.0 No.41

현대의 철학적 이론을 바탕으로 하는 평가방식의 관점에서 보면, 전통적 객관식 선다형 평가는 한계가 있다. 객관주의인식론에 이론적 근거를 두고 있는 평가의 한계를 극복한 것이 대안적 평가로서의 참 평가이다. 참 평가와 수행평가의 의미를 파악하고 양자 간의 관계를 살펴보고, 참 평가의 의미를 찾아본다. 참 평가의 의미를 충족시키는 조건은, 평가는 학습과 연관이 있고 학생들의 발달에 도움이 되고, 평가는 학습과정 중에 학습과정을 평가해야하며, 학습과정과 관련된 사람들에 의해서 평가되어야 한다. 이 세가지 조건에 덧붙여 도덕과 평가와의 연관성을 살펴보자면 도덕성의 통합적 평가가 되어야 한다. 따라서 본 연구는 참 평가와 도덕과 평가의 연관성을 통해 참 평가로서의 도덕과 평가를 찾아내고, 그 활용 방안을 모색해 본다. In order for moral educational assessment to be properly evaluated, it has to be done by the authentic assessment. The followings are required to meet for Authentic Assessment. First, Authentic Assessment is to be intended for learning. Authentic Assessment is very closely related to learnings. Therefore, Moral Educational Assessments are also closely related to them. Development of students` morality and character should be evaluated by Assessment of Moral Education Second, Authentic Assessment is to be intended for learning process. Authentic Assessment is supposed to happen during learning process, it also should evaluate the process. Also, Assessment of Moral Education is supposed to happen during Ethics classes. Therefore, the evaluations are not temporary, rather, it should be a constant, and repeated process. Also, Assessment of Moral Education should evaluated Ethics classes because this will help observe students` ethical development. Lastly, Authentic Assessment is to be evaluated by the peoplewho are involved with the learning or class. Assessment of Moral Education is also to be evaluated by the teacher, students, and others who are involved in order to closely observe development of students. When the three requirements from the above are met, Assessment of Moral Education as Authentic Assessment will be evaluated with integrative in order to be complete. In other words, the moral ``knowing`` side and moral ``feeling`` side, as well as moral ``action`` should be harmoniously assessed.

학업성취도평가정책이 단위 학교에 미친 영향

김미숙,김경근 한국교육학회 2011 敎育學硏究 Vol.49 No.1

Recently, the South Korean government expanded Student Assessment Policy to the entire student population, and announced a plan to use assessment results for the evaluation of local education offices as well as personnel management of school principals. Yet little is known about how the implementation of Student Assessment Policy shapes educational practices in individual schools. In this study, the authors address this lack of research by investigating the impact of Student Assessment Policy on school sites using ethnographic data for 6th grade students from two elementary schools located in central Korea. Results show between- and within- school variation in the impact of Student Assessment Policy. In both of the schools, however, teachers’ concerns about and burdens of lowering rates of students who do not meet the minimum level of achievement through a regular class as well as after-school programs increased, which in turn led to the enhancement of a cramming-based, memorization approach to instruction. In contrast, teachers’ efforts to facilitate students’ creativity decreased. Findings suggest that Student Assessment Policy may likely fail to achieve its intended goals of improving quality of school education and bridging the achievement gap. 현 정부는 학업성취도평가정책 대상을 표집에서 전집으로 확대하고, 그 성취결과를 시도교육청평가와 교장인사에 반영하는 방안을 추진하고 있다. 이 연구는 학업성취도평가정책이 현장의 학교에 어떤 영향을 미치고 있는가를 중부지역에 있는 두 초등학교의 6학년 3개 학급을 대상으로 조사하였다. 정부의 학업성취도평가 정책의 영향은 학교 간에 그리고 학급 간에 다소간에 차이를 보였으나, 두 학교 모두에서 정규수업시간은 물론 방과후지도를 통해서 부진한 학생 비율을 낮추기 위한 교사들의 관심과 부담은 높아졌다. 교사들의 관심과 부담은 학업성취도평가에 나올 수 있는 문제와 개념들을 학생들이 잘 기억하고 풀 수 있도록 주입식 교육과 문제풀이 형태의 강화로 이어졌다. 이에 반해 창의력 함양이나 심화 수업을 위한 교사의 연구노력과 생활지도 등에 쏟는 관심은 줄었다. 이 연구 결과는 경쟁을 통한 학교교육의 질 제고와 학력격차 해소라는 현 학업성취도평가정책이 소기의 목표를 달성하기에는 분명한 한계가 있음을 강하게 시사한다.

고교학점제와 성취평가 도입에 따른 진로선택과목 운영 및 이수에 대한 고교생의 인식

고영빈(Young-Bin Go),지은림(Eunlim Chi) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.22

목적 본 연구의 목적은 고교 진로선택과목에 성취평가제가 처음 적용된 2019년 입학생들을 대상으로 진로선택과목 운영 및 이수에 대한 고교생의 인식을 조사하여, 고교의 진로선택과목 운영 현황을 파악하고 학생의 과목 이수와 관련된 요인들 및 대입과의 연계성을 탐색하는 것이다. 방법 연구대상은 2021년에 고교 3학년생들이었으며, 질문지는 배경변인과 5개 영역에 대해 총 30개의 문항들로 구성되었으며 학생 인식 수준을 알아보기 위한 문항들은 5점 리커트 척도로 작성되었다. 수집된 자료들에 대해서는 빈도분석, 문항별 평균분석, 회귀분석, 상관분석, 분산분석이 실시되었다. 결과 첫째는 학생들이 진로선택과목을 자신의 진로⋅적성에 맞추어 선택하는 경향이 높으나, 과목에 대한 정보 부족을 어려움으로 겪고 있었다. 둘째, 학생들은 학교 내에서 개설되지 않는 과목에 대해서는 포기하게 된다는 응답이 많은 비율(64.8%)을 차지했으며, ‘공동 교육과정’ 또는 ‘온라인 교육과정’을 통해 원하는 과목을 이수한 학생의 비율은 매우 저조하였다. 셋째, 기존의 석차등급제를 적용할 때보다 성취평가제를 적용하게 되면서, 학생이 자신의 진로⋅적성에 따라 과목을 결정하는 경향성은 향상되었다. 넷째, 진로선택과목 이수 만족도에 가장 큰 영향을 미치는 요인은 ‘수업에 대한 만족도’였고, 다음으로는 ‘진로 성찰 도움’, ‘과목 선택권’, ‘과목 개설 수’의 순서로 나타났다. 다섯째, 학생들은 대체로 진로선택과목이 대입에 연계되는 데 긍정적인 반응을 보였다. 결론 현재 학생들이 진로⋅적성에 맞춰 자율적으로 진로선택과목을 이수하는 경향이 높다는 점에서 고교학점제의 취지에 부합하는 방향으로 운영되고 있는 것으로 볼 수 있으나, 향후 고교학점제의 전면 도입에 대비하기 위해서는 교육 여건 및 지원체제 개선, 성취평가제 적용, 대입제도와의 연계 등을 종합적으로 고려하여 개선해나가야 할 것이다. Objectives The purpose of this study is to examine students’ perception of taking career-related subjects in the high school credit system and the standard-based assessment to understand how career-related subjects are operated in high schools, what factors are related with students’ selections, how career-related subjects are related with the university admission system. Methods A questionnaire was administered to the 3rd grade students in general academic high schools located in capital areas, who entered in high schools in 2019 when the standard-based assessment began to get implemented to career-related subjects. It consisted of 30 items for student background and five domains related with the operation of career-related subjects and the factors influencing students’ selections of subjects, and the association between career-related subjects and university admission. For the purpose of the study, descriptive statistical analyses, regression analysis, correlation analysis, and ANOVA were made. Results The results showed that the major factor for students’ selecting subjects was their career and aptitude, but students were found to require more professional counseling. Also ‘common curriculum’ and ‘online curriculum’ need to be developed to provide the variety of subjects for students. To help students select subjects for their own career and aptitude, the reliability of standard-based assessment should also be ensured. For students’ satisfaction of taking subjects, the quality of teaching should, first of all, be improved. Finally, it was found that students considered the career-related subjects they had taken should be reflected for university admission. Conclusions Career-related subjects tend to be operated in high schools appropriately for the purpose of the high school credit system, but more efforts should be made with the consideration of students’ selective curriculum-related conditions, standard-based assessment, and university admission system.