A Study on Performance Assessment Methods by Using Fuzzy Logic

Kim, Kwang-Baek,Kim, Cheol-Ki,Moon, Jung-Wook Korean Institute of Intelligent Systems 2003 INTERNATIONAL JOURNAL of FUZZY LOGIC and INTELLIGE Vol.3 No.2

Performance assessment was introduced to improvement of self-directed learning and method of assessment for differenced learning as the seventh educational curriculum is enforced. Performance assessment is overcoming limitation about problem solving ability and higher thinking abilities assessment that is problem of a written examination and get into the spotlight by way for quality of class and school normalization. But, performance assessment has problems about possibilities of assessment fault by appraisal, fairness, reliability, and validity of grading, ambiguity of grading standard, difficulty about objectivity security etc. This study proposes fuzzy performance assessment system to solve problem of the conventional performance assessment. This paper presented an objective and reliable performance assessment method through fuzzy reasoning, design fuzzy membership function and define fuzzy rule analyzing factor that influence in each sacred ground of performance assessment to account principle subject. Also, performance assessment item divides by formation estimation and subject estimation and designed membership function in proposed performance assessment method. Performance assessment result that is worked through fuzzy performance assessment system can pare down burden about appraisal's fault and provide fair and reliable assessment result through grading that have correct standard and consistency to students.

수행평가 적용 프로그램의 현장적용 연구

서지영,김명화,황은희 한국교육평가학회 2010 교육평가연구 Vol.23 No.1

The purpose of this study is to develop a substantial performance assessment application in order to improve the quality of education in Korea. To develop performance assessment application program, the principles and direction of performance assessment which can be more effectively implemented in teaching-learning situations was investigated first. Performance assessment application program has three significant strategies. First, performance assessment application program is to be applied toward clear and suitable goals. Second, performance assessment application program is to be applied to meet the characteristics and attributes of performance assessment. Finally, performance assessment application program is to be applied through the right process and manner. These three points should be considered at the same time for conducting the substantial performance assessment application. After development of performance assessment application program, we examined the feasibility and effectiveness of the program through the trial of application it to schools. The aims are to investigate its possibility of implementation in school, to check its effectiveness and usefulness and to examine the relevance of standards. The results showed that performance assessment application program was effective for checking the application process and requisites of performance assessment, making teachers reflect about their own performance assessment application, and playing a role to guide performance assessment application. 이 연구에서는 학교교육 내실화, 구체적으로 교수․학습이라는 상황을 질적으로 제고하기 위해 수행평가 적용 프로그램을 개발하고 현장에 적용해보았다. 연구에서 제시하는 수행평가의 적용 방안은 ① 수행평가에 적합하고 명확한 목적을 지향해 적용하는 것, ② 수행평가의 특성과 본질에 맞도록 적용하는 것, ③ 타당하고 신뢰로운 절차와 방법으로 적용하는 것으로 내실있는 수행평가의 현장적용을 위해서는 이 세 가지가 모두 고려되어야 한다. 현장적용 프로그램은 수행평가를 내실있고 효과적으로 적용하기 위해 충족시켜야 할 시행 기준들과 실제 수행평가의 적용 상황을 기준에 따라 점검할 수 있는 진단 도구, 그리고 각 기준에 대한 해설로 이루어져 있다. 프로그램의 활용은 프로그램에서 제시하는 수행평가 적용 내실화에 대한 기준 해설 숙지, 연구에서 제안한 세 가지 목적 중 하나로 수행평가 적용 목적 설정, 목적에 맞는 진단 도구를 프로그램에서 제시하는 세 가지 타입 중 선택, 진단 도구 상에 포함된 기준에 따른 시행 및 점검, 그리고 점검 결과 나타난 문제 사항을 중심으로 한 수정․보완 및 그 결과를 점검란에 간략하게 기입하는 순서로 이루어진다. 또한 연구에서 개발된 수행평가 적용 프로그램의 현장적용 가능성과 그 실효성을 점검하기 위해 실제 학교 현장의 평가 상황에 프로그램을 적용해 봄으로써 프로그램의 각 기준 및 도구의 현장적용 가능성 및 적합성을 검토하였다. 현장적용 결과, 수행평가의 적용 절차와 방법에 따른 자기점검 도구로서의 적용가능성이 확인되었고, 수행평가 적용에 대한 전반적인 교사의 반성을 이끌어 낼 수 있었으며, 수행평가 적용에 대한 지침의 역할을 수행할 수 있을 것으로 기대되었다. 그러나 기준에 부합하도록 수행평가를 적용하는 것이 현장 여건에 따라 쉽지는 않기 때문에 관련 문제점들이 해결될 수 있는 방안이 마련될 필요가 있다.

漢文科 遂行評價의 現況과 改善 方向

宋秉烈 한국한문교육학회 2002 한문교육논집 Vol.19 No.-

한문과 수행평가는 두 시기로 분류할 수 있다. 교육부에서 수행평가의 지침이 나오기 이전의 시기와 이후의 시기로 분류할 수 있다. 수행평가 지침 이전은 특별한 이론이나 계획 없이 각급 학교 교사 자율적으로 실시하였다. 이 시기는 개별 교사들이 당시 교과 수업의 시수 부족을 보완하는 차원에서 실시하거나 교수-학습 방법의 획일화에 대한 대안으로 개별적으로 원시적인 방식의 수행평가를 실시하였다. 기존의 '과제형 수행평가'가 그것이다. 과제형 수행평가는 '했느냐의 여부'에만 기준을 두었으며, 기타의 학습자의 성취도에 대한 기준 따위는 거의 없었다. 일부 개별적으로 반영하는 경우도 있었으나, 전체 비율도 매우 낮았으며, 대부분 학업 성취도에 반영하지 않았다. 엄밀하게 보면 '과제형 수행평가'는 수행평가의 본래 취지에 미치지 못하는 것이었다. 이는 평가의 보완이라기보다는 학교 수업에서 이루어지는 교수-학습 활동의 연장이기 때문이다. 1999년 '한문과 평가 개발 연구'가 나오면서 한문과도 수행평가 기준을 구체적으로 마련할 수 있었다. 이 연구서는 한문과의 성취 기준, 평가 기준, 등급화 방안을 마련하였다. 연구자들은 이를 근거로 예시 문항 및 평가 도구를 개발하였다. 이 과정에서 수행 평가를 위한 여러 가지 평가 도구도 함께 개발되었다. '한문과 평가 개발 연구'는 몇 가지 문제가 있었다. 첫째, 평가에 대한 교사의 부담이 과중하였다. 평가 기준이 지나치게 상세하였다. 주당 단위수가 적어 매년 교사 1인이 10∼24학급을 맡아야 하는 한문과 교사로서는 평가 자체가 부담이 될 수 밖에 없게 된 것이다. 둘째, 한문과의 성격에 부합하는 수행평가 유형이 한정적이었다. 사례 분석을 통해 확인한 결과, 대부분의 수행평가가 한자·한자어에 관한 것이었다. 한자·한자어에 대한 수행평가는 대부분 포트폴리오형이었다. 따라서 한문과 성격에 맞는 수행평가 유형이 거의 없었다. 셋째, 한문과 교과 내용을 다양하게 반영하는 '내용 반영형 수행평가 도구'가 부족하였다. 개발된 수행평가를 분석해 보면 가지수는 많지만, 다양한 학습 내용이 없었다. 이는 교육 과정에 한문과 교수-학습 내용이 체계적으로 되어 있지 않고 구체적인 세분화가 되어 있지 않다는 것을 뜻한다. 따라서 학습 내용을 반영한 수행평가를 개발하고자 하여도 반영할 학습 내용과 학습 요소가 부족한 것이다. 한문과 수행평가의 개선은 앞서 제기한 문제점을 해결하려는 데서 출발해야 할 것이다. 첫째, 교사의 평가 부담을 해결하여야 한다. 교사의 부담을 해결하기 위해서는 평가 도구가 편리해야 하고, 평가 회수를 줄여야 한다. 둘째, 한문과의 학습 내용을 평가하기에 적합한 평가 도구가 다양하게 개발될 필요가 있다. 예를 들면 '한시 감상'과 관련되는 '문학작품 감상형 수행평가' 등이 개발되어야 한다. 셋째, 한문과 학습 내용을 반영한 '내용 반영형 평가도구'가 필요하다. 교육과정에 명시된 한문과 내용체계의 영역은 한자, 한자어, 한문으로 되어 있다. 각 영역의 내용체계를 보면 한자는 한자 익히기, 한자 활용하기. 한자어는 한자어 익히기, 한자어 활용하기, 가치관 형성하기. 한문은 한문 익히기, 한시 익히기, 한문 활용하기, 가치관 형성하기, 전통 문화 계승 발전시키기 등이다. 이런 내용체계의 학습 내용과 학습 요소를 구체화하고 세부화하여야 한다. 그래야 학습 목표가 분명해지고 그에 따른 단순한 수행평가 내용을 개발할 수 있기 때문이다. 넷째, 한문은 文史哲이다. 문학과 역사 철학의 부분을 담아낼 수 있는 수행평가의 도구가 개발되어야 하는 것이다. 대부분 수행평가를 실시하는 교사는 교육학적 이론에 부담을 느끼고, 학자는 이론에 집착하는 경향이 있다. 한문과는 다른 교과와 그 성격이 매우 다르다. 한문교사는 한문과 성격과 내용에 맞는 평가 도구를 개발하여야 한다. 따라서, 교육학적인 이론에 대한 능동적인 자기화가 필요하다. The period of performance assessment of Chinese writing subject could be divided into two period. The first period was before the Ministry of Education pronounced the direction of performance assessment and the second was after that pronouncement. Each school teacher did perform temporarily the basic principle of performance assessment not having special plan and theory. Each school teacher during this period did the lower and basic performance assessment to supplement curriculum unit or to replace an fixed and traditional teaching method. The previous performance assessment for fulfilling assignment was regarded as the type of the early and traditional performance assessment. The performance assessment for fulfilling assignment just focused on 'assignment having done or not', it was not interested in building the basic model for measuring learners' achievement. Some teachers tried to put learners' performance assessment on their school record, but most teachers did not. Strictly speaking, the performance assessment for fulfilling assignment was not a real assessment comparing with the original intention of the system. Namely this type of performance assessment was not supplement of the previous assessment but the extension of teaching-learning activities. Chinese writing department is absolutely insufficient in curriculum unit point comparing main subjects like Korean, English, and mathematics. The performance assessment for fulfilling assignment of Chinese writing department was totally performed to complete the insufficient unit of curriculum. As a result, the assessment hasn't shown any coherence in both methods and contents, still it had no effect on the previous evaluation. After a series of process, in 1999, the evaluation and development study of Chinese writing department was introduces, so the department could concretely put up and arrange the model of performance assessment. This research paper could be arranged the base of attainment, of evaluation, and the grade of method of Chinese writing department. Researchers developed the example questionnaires and measurements for evaluation on the basis of this paper. In the process of the research, there were developed a variety of measurements for the performance assessment. The study of the evaluation and development of Chinese writing department had a few problems. First, the teachers of Chinese writing department couldn't avoid having heavy burden relating to evaluation. The base of evaluation was explained excessively in detail. The unit of the Chinese writing subject per week was small, so one Chinese writing teacher every year must be in charge of 10 to 24 classes. And this caused most teachers to feel heavy burden and pains. Second, the types of performance assessment fitting in Chinese writing department were very limited. Investigating and analyzing many cases of teachers' evaluation, most types of the performance assessment mainly focused on Chinese characters and Chinese words. The performance assessment of Chinese characters and Chinese words was the type of portfolio. Unfortunately, at now, there are not any useful and proper types of performance assessment in Chinese writing department. Third, there were short of the measurements of performance assessment including the contents of Chinese writing textbooks through various ways. The established performance assessment had lots of numbers, while had not various learning contents. This means that the contents of teaching -learning of Chinese writing department in curriculum was not composed systematically and also not diversified in detail, either. So it was very difficult to develop the performance assessment including learning contents for want of learning contents and learning elements. The improvement of the performance assessment of Chinese writing department must begin from solving above problems. First, education authorities must solve the teachers' burden about evaluation. To solve the teachers' burden, for one thing, the measurements and means for evaluation must be easy, and the students number for evaluation must be also lessen and limited. Second, the proper measurements and means to evaluate the learning contents of Chinese writing department need to be developed. For instance, it can be a good example to introduce 'the performance assessment for appreciating literary works related to the appreciation of Chinese poems. Third, the proper measurements and means including the learning contents of Chinese writing department also need to be developed. The teaching range of Chinese writing department in curriculum is composed of Chinese character, Chinese word, and Chinese classics. Here, more closely speaking, Chinese character covers practicing the Chinese character, using the character and forming the viewpoint of value. Chinese word covers practicing Chinese word, using Chinese word, and forming the viewpoint of value. And Chinese classics also covers practicing Chinese writing and Chinese poetry, using Chinese writing, forming the viewpoint of value, and developing the traditional culture. The learning contents and learning elements composed these contents system must be embodied and detailed. In case we try it, the purpose of learning will be clear and then the proper performance assessment will also be developed. Last, Chinese writing is a kind of combined subject including literary, philosophy, and history. Chinese writing, therefore, requires developing the proper measurements and means for the performance assessment covering all the three parts. Most of the teachers using the performance assessment have difficulty in receiving educational theory, while scholars tend to keep their theory. Chinese writing department is quite different from other departments in various aspects. So, it's natural and desirable for Chinese teachers to develop the measurements and means for the proper performance assessment agreeing with the originality of Chinese writing department. So, Chinese writing teachers must make themselves be efficient teachers against numberous educational theory.

중등 도덕과 수행평가의 실태와 교육적 효과분석

손경원,정창우 한국윤리학회 2013 倫理硏究 Vol.91 No.1

The purpose of this study was to suggest the improvement of performance assessment for more effective moral education by investigating the implementation of performance assessment and analyzing the relationship between the educational effect and the implementation factors of performance assessment in secondary moral education. According to the previous studies, there were not only the gab between the recognition of desirable method and practice in performance assessment but also the gab between the intended educational effect of performance assessment and the achieved educational effect of performance assessment. This study is to examine the argument of performance assessment in moral education subject. and investigate the influential factors of educational effect of performance assessment by the relationship among the practice factors of performance assessment, teacher’s competence of performance assessment, educational effect of performance assessment by using structural equational modeling. This study verified 7 hypothesis about the educational effect of performance assessment based on data which were collected from 102 teachers of middle and high schools. The result of the study is presented below. First, there was a same result of previous studies in this study: there were not only the gab between the recognition of desirable method and practice about performance assessment but also the gab between the intended educational effect of performance assessment. Second, contrary to the normative expectation of performance assessment, the fairness in practice was the best fulfilled factor among the implementation factors of performance assessment otherwise the validity in performance assessment was the least factor. Finally, influential factors of educational effect in performance assessment were teacher’s belief of performance assessment and the validity in performance assessment through using the structural equation modeling. The research findings suggest four implications of performance assessment for the overcome the gab between the recognition of desirable method and practice in performance assessment. 본 연구의 목적은 도덕과 수행평가의 실행 실태를 조사하고, 교육적 효과의 영향요인 간 관계 구조를 분석하여 도덕과 수행평가의 내실화 방안을 제시하는 것이다. 수행평가 방법의 활용과 교육적 효과에 대한 이상적 신념과 실제 실행과의 차이가 지적되어왔는데, 본 연구는 이러한 차이를 확인하고, 실제 교육적 효과에 영향에 미치는 요인간의 관계를 통해 어떤 요인이 교육적 효과에 영향을 미치는가를 제안하였다. 이를 위해 중등교사 102명을 대상으로 한 설문결과를 분석하여 수행평가 실행과 교육적 효과에 대한 7개의 가설을 검증하였다. 분석 결과, 도덕과 수행평가 방법과 교육적 효과에 대한 이상적 신념과 실제 활용방법이나 도달한 교육적 효과와는 차이가 있다. 그리고 도덕과 수행평가에 관한 이론적 논의와는 다르게, 중등 교사들은 실행의 공정성을 가장 잘 실행하며, 수행평가 타당도를 가장 제대로 실행하지 못하는 것으로 지각하고 있다. 마지막으로 수행평가의 교육적 효과에 관한 구조방정식 모형의 적합도를 확인하여 영향요인을 밝혔다. 교사의 수행평가 신념 및 의지와 수행평가의 타당도만이 수행평가의 교육적 효과에 직접적으로 영향력이 있었다. 이에 본 연구는 도덕과 수행평가의 실행 이상과 현실의 괴리를 극복할 수 있는 수행평가 내실화 방안을 제안하였다.

중등 도덕과 수행평가의 실태와 교육적 효과분석

손경원 ( Kyung Won Son ),정창우 ( Chang Woo Jeong ) 한국윤리학회 2013 倫理硏究 Vol.91 No.1

The purpose of this study was to suggest the improvement of performance assessment for more effective moral education by investigating the implementation of performance assessment and analyzing the relationship between the educational effect and the implementation factors of performance assessment in secondary moral education. According to the previous studies, there were not only the gab between the recognition of desirable method and practice in performance assessment but also the gab between the intended educational effect of performance assessment and the achieved educational effect of performance assessment. This study is to examine the argument of performance assessment in moral education subject. and investigate the influential factors of educational effect of performance assessment by the relationship among the practice factors of performance assessment, teacher`s competence of performance assessment, educational effect of performance assessment by using structural equational modeling. This study verified 7 hypothesis about the educational effect of performance assessment based on data which were collected from 102 teachers of middle and high schools. The result of the study is presented below. First, there was a same result of previous studies in this study: there were not only the gab between the recognition of desirable method and practice about performance assessment but also the gab between the intended educational effect of performance assessment. Second, contrary to the normative expectation of performance assessment, the fairness in practice was the best fulfilled factor among the implementation factors of performance assessment otherwise the validity in performance assessment was the least factor. Finally, influential factors of educational effect in performance assessment were teacher`s belief of performance assessment and the validity in performance assessment through using the structural equation modeling. The research findings suggest four implications of performance assessment for the overcome the gab between the recognition of desirable method and practice in performance assessment.

중학교 과학수업에서 수행평가 효과에 대한 교사와 학생의 인식

고경숙 ( Kyoung Sook Ko ),김용진 ( Yong-jin Kim ) 경상대학교 교육연구원(구 경상대학교 중등교육연구소) 2020 중등교육연구 Vol.32 No.2

본 연구는 경상남도에 위치한 중학교의 과학교사 49명과 학생 772명을 대상으로 수행평가에 대한 인식을 설문 조사하고 분석하였다. 연구 결과, 교사와 학생들은 과학 탐구력과 학업성취도 향상에 수행평가의 효과가 높은 것으로 인식하고 있었다. 교사들은 평가 시간의 부족, 학습 진도 부담, 학생 수의 과다로 인한 수행평가의 어려움을 호소하였으며, 평가의 공정성과 객관성을 구현하기 위해 많이 노력하고 있다. 교사들의 수행평가 실행 능력을 향상시키기 위해서는 학교 현장에서 우수하게 이루어진 실제 수행평가 사례를 소개하여 주는 것이 가장 효과적인 것으로 나타났다. 다수의 학생들은 수행 과제의 내용과 채점 기준에 대해 잘 이해하고 있지만, 성적이 하위 수준인 학생들의 이해도는 낮다. 수행평가를 받을 때, 학생들이 겪는 큰 어려움은 역할을 수행하지 않는 모둠원이 있다는 것이며, 수행활동에 필요한 기능을 평가 이전에 충분히 배우지 못하고 있다는 것이다. 따라서 수행평가의 개선을 위해서는 수행평가 사례를 이용한 교사 연수의 실행과 함께 학생 참여형 수업과 수행평가 운영이 연계되도록 할 필요가 있다. This study surveyed and analyzed the perception of performance assessment among 49 science teachers and 772 students in middle schools located in Gyeongsangnam-do. As a result of the study, teachers and students recognized that the effectiveness of the performance evaluation was high in scientific exploration and improvement of academic achievement. Teachers complained of difficulties in performance assessment due to lack of assessment time, burden of learning progress, and excessive number of students, and are making great efforts to realize fairness and objectivity in evaluation. In order to improve teachers' ability to conduct performance assessment, it has been shown that it is most effective to introduce actual performance assessment cases that have been performed well at school sites. Many students have a good understanding of the content and grading criteria of their performance assignments, but the level of understanding among those with lower grades is low. The great difficulty that students face in performance assessment is that there is a group member that does not play a role, and that they do not learn the functions required for performance activities before the assessment. Therefore, to improve performance assessment, it is necessary to link student participatory classes to performance assessment operations with the implementation of teacher training using performance assessment cases.

Does Performance Assessment System Operate as Intended in a Classroom-Based Assessment?

Kyu Nam Shim 한국초등영어교육학회 2015 초등영어교육 Vol.21 No.4

The purpose of this study is to investigate how primary school teachers of English generally perceive performance assessment as part of classroom-based assessment (CBA) in the school. This study also examines a number of mainstream theories on language testing and assessment which are relevant to performance assessment and classroom-based assessment, while taking into account how performance assessment in the primary school classroom conforms to these theoretical principles. In order to conduct the research, the teachers' usual method of performance assessment was surveyed two times, and their perceptions were analyzed from a total of 41 participants; a focused group interview was administerd to 8 teachers in order to consolidate the data obtained from the survey. According to the results of the study, the teachers generally believed that performance assessment in the schools operate properly; they were quite positive about the current performance assessment system and what they did as an assessor across the performance assessment cycle. However, there are a number of issues which need to be addressed: First, pre-announcement of performance assessment should be operated effectively in order to give stakeholders enough information on what the students are expected to do in the assessment activities. Second, the record and the report system need to be improved in order to communicate with stakeholders more successfully; through this, the feedback from the stakeholders could be more useful in improving what the teachers do in the classrooms. Some particular areas and issues needing further investigation were identified in the last part of the study.

Does Performance Assessment System Operate as Intended in a Classroom-Based Assessment?

심규남 한국초등영어교육학회 2015 초등영어교육 Vol.21 No.4

The purpose of this study is to investigate how primary school teachers of English generally perceive performance assessment as part of classroom-based assessment (CBA) in the school. This study also examines a number of mainstream theories on language testing and assessment which are relevant to performance assessment and classroom-based assessment, while taking into account how performance assessment in the primary school classroom conforms to these theoretical principles. In order to conduct the research, the teachers’ usual method of performance assessment was surveyed two times, and their perceptions were analyzed from a total of 41 participants; a focused group interview was administerd to 8 teachers in order to consolidate the data obtained from the survey. According to the results of the study, the teachers generally believed that performance assessment in the schools operate properly; they were quite positive about the current performance assessment system and what they did as an assessor across the performance assessment cycle. However, there are a number of issues which need to be addressed: First, pre-announcement of performance assessment should be operated effectively in order to give stakeholders enough information on what the students are expected to do in the assessment activities. Second, the record and the report system need to be improved in order to communicate with stakeholders more successfully; through this, the feedback from the stakeholders could be more useful in improving what the teachers do in the classrooms. Some particular areas and issues needing further investigation were identified in the last part of the study.

2009 개정 교육과정 5학년 실과 수행평가 계획서 실태및 실과 평가 연구 동향 분석

강대중 한국실과교육연구학회 2018 實科敎育硏究 Vol.24 No.1

The purpose of this study was to present the constructive measures for practical arts performance assessment. For that, investigated 144 practical arts performance assessment plan for the fifth graders in the revised 2009 curriculum and 465 articles. The results were as below: First, the practical arts performance assessment plans were evenly distributed by area and major unit. Second, descriptive written assessment was the most frequently used in respect of the method for assessment of practical arts performance assessment plan, followed by practical arts evaluation and observational evaluation. Third, there extremely few schools that plagiarized the practical arts performance assessment plan. Although it was not an obligation, some plans did not incorporate the key achievement criteria which could help improve the quality management of national curriculum and reduce the burden of studying. Fourth, there were very few these that analyzed current status of evaluation including the performance assessment among the theses published by academic associations researching into practical arts pedagogy. Based on aforesaid results of this study, it would be necessary to specify the essence and objectives of practical arts performance assessment clearly. The two academic associations which are committed to research in the field of practical arts pedagogy should cooperate in mapping out the measures for improving the substance of practical arts performance assessment. 이 연구의 목적은 2009 개정 교육과정 5학년 실과 수행평가 계획서와 실과 교육학을 연구대상으로 삼는 한국실과교육학회와 한국실과교육연구학회에서 발행한 학회지의 논문 가운데 실과 수행평가와 관련한 연구를 분석하여 실과 수행평가의 발전적인 방안을 제시하는데 있다. 이를 위해 2017학년도 G광역시 초등학교 30개 학교의 5학년 실과 수행평가 계획서 144개와 논문 465편을 분석하였으며, 그 결과는 다음과 같다. 첫째, 실과 수행평가 계획서의 영역별 대단원의 비율은 고르게 분포되었다. 둘째, 실과 수행평가 계획서의 평가 방법으로는 서술형 지필평가가 가장 많았으며, 실기평가와 관찰평가가 그 뒤를 이었다. 셋째, 실과 수행평가 계획서를 표절하여 사용하고 있는 학교는 극히 일부 학교가 있었다. 의무사항은 아니지만 국가 교육과정의 질 관리를 도모할 수 있고 학습 부감을 줄일 수 있는 핵심 성취기준을 반영하지 안흔 계획서 있는 것으로 나타났다. 넷째, 실과 교육학을 연구대상으로 삼는 학회에서 발행한 논문 중 수행평가를 포함한 평가 실태를 분석한 논문은 매우 적은 것으로 나타났다. 이러한 연구 결과를 기반으로 실과 수행평가의 본질, 목적을 명확하게 설정할 필요성이 있고 실과 교육학을 연구대상으로 하는 두 학회는 실과 수행평가 내실화를 위한 방안 마련에 협력해야 한다.

A Study on Performance Assessment Methods Using Fuzzy Logic

Chae, Gyoo-Yong,Jang, Gil-Sang,Joo, Jae-Hun Korea Society of Industrial Information Systems 2004 한국산업정보학회논문지 Vol.9 No.1

자기 주도적 학습능력의 수준별 교육을 위한 평가 방법으로서, 수행평가는 문제해결 능력과 높은 사고 능력평가에 대한 한계점을 극복하고 수업의 질과 학교 정상화를 위한 계획으로 선호되고 있다. 그러나 수행평가는 평가 오류, 채점 공정성 문제, 신뢰도 및 객관성 등의 확보에 어려움 있다. 이런 문제점을 해결하고 수행평가 만족을 높이기 위하여, 본 논문에서는 회계원리 과목을 대상으로 수행평가에 대한 각 영역에서 영향을 주는 인자를 분석하여 퍼지 소속 함수를 설계하고, 이를 적용한 객관적이고 신뢰성 높은 수행평가 방법을 제시하고자 한다. Performance assessment was introduced to improve self-directed learning and method of assessment for differenced learning when the seventh educational curriculum was enforced. Written examinations often fail to properly assess students higher thinking abilities ad problem solving abilities. Performance assessment addresses this drawback and also allows normalization of class and school quality. However, performance assessment also has drawbacks that could lead to faulty assessment due to lack of fairness, reliability and validity of grading, ambiguity of grading standard etc. This study proposes a fuzzy performance assessment system to address the drawbacks of the conventional performance assessment. This paper presents in objective and reliable performance assesment method through fuzzy reasoning, design of fuzzy membership function. We define a fuzzy rule analyzing factor that influences in each sacred ground of performance assessment and accounts for the principle subject The proposed performance assessment method divides into three categories, namely, formation estimation subject estimation and design of membership function. Performance assessment result that is worked through fuzzy performance assessment system can reduce the burden of appraisal's fault and provide. We fair and reliable assessment results through grading that have correct standard mid consistency to students.