비고츠키 이론의 관점에서 본 성장 평가의 의의와 역할 = The implications and role of Growth Assessment in the lens of Vygotskian theoretical framework

국문 초록 (Abstract)

이 논문은 사회문화적 학습이론의 대표적 관점인 비고츠키 이론이 어떤 근거로 표준화 검사에 대한 비판의 정당성과 성장 평가의 이론적 근거를 제공하는지에 대해 논의하고자 하였다. 역동적 평가(Dixon-Krauss, 1996)의 한 유형으로서 성장 평가는, 과거의 지필식 표준화 검사를 대신하여 해외 뿐 아니라 우리나라에서도 초등교육을 중심으로 활발히 시도되고 있다. 성장 평가가 이처럼 교육평가의 혁신 차원에서 매우 의미있는 시도임에도 불구하고, 그 이론적 근거에 대한 논의가 충분히 이루어지지 않았는데, 본고는 그 의미를 비고츠키의 이론의 핵심 개념인 근접발달영역(ZPD), 매개, 협력, 그리고 교사의 역할 차원에서 탐색하고자 하였다. 이에 더해 본고는, 성장 평가와 그 한 분류인 가치-기반 평가가 일반적 범주의 학생들 뿐 아니라 특별한 배려가 필요한 학생들에게도 의미 있는 평가적 접근이 될 수 있음을 논의하고 있다. 본고의 논의는 획일화된 표준화 검사의 대안으로써 다양한 학생들의 지속적 성장을 이해하는데 중요한 역할을 하는 성장 평가의 이론적 기반에 대한 학계의 논의를 촉발할 수 있을 것이다.

다국어 초록 (Multilingual Abstract)

This paper discussed the Vygotskian perspectives on assessment as a foundation of socio-cultural theories of learning, and examined what criticism they levies on Standardized Testing while supporting the Growth Assessment. As a type of dynamic assessment (Dixon-Krauss, 1996), the Growth Assessment has been recently implemented in the field of elementary education in Korea, and is acclaimed to be an alternative approach to the long-lasted standardized ‘paper and pencil’ tests. Though Growth Assessment is well conceived and has significant merits for students’ learning, its theoretical grounds are not sufficiently discussed. This being said, this paper aimed to pinpoint the problems of Standardized Testing from the perspectives of Vygotskian theories and suggested some rationales for Growth Assessment in terms of four major concepts: the Zone of Proximal Development (ZPD), mediation, collaboration, and the teachers’ role for students’ learning. On top of this discussion, this paper highlighted why Growth Assessment and Value-Added Assessment, as a derivative, have pedagogical merits for appreciating students’ learning by explicating basic principles and practical strategies of Growth Assessment. This paper’s discussion could broaden the scope of understanding Growth Assessment, which is a meaningful alternative to the still prevalent Standardized Testing.

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