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김찬종,김순영,김명수,김미숙,이지연,윤선아,최승희,홍은석,여원미,이주슬,편준호 한국초등과학교육학회 1998 초등과학교육 Vol.17 No.1
Portfolio assessment provides many opportunities to foster children's creativity and to increase their responsibility for learning. Few research study has been conducted in this area, and this assessment method has scarcely been administered in primary science class. Proper and effective use of portfolio assessment in our primary science class requires basic research on how to design and administer the method. Based on the earlier study on typical structures and components of portfolio assessment, the assessment instrument was developed on various primary science topics. The development team was consisted of one science education specialist and nine pre-service elementary school teachers. It takes ten months to develop instruments for 27 class hours. The development process was reciprocal in that development and revision cycle was repeated more than 7 times. The portfolio assessment instruments consist of instructional objectives, developers' evidence for the objectives, and assessment criteria. Adopting a new way of assessment into science class inevitably causes lots of confusions to teachers and children. The absence of basic research studies must be a critical barrier for successful administration of a new assessment method such as portfolio assessment. Further research is required in the preparation and administration of portfolio assessment in our primary science classroom.
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