통합교육 현장의 장애 학생을 위한 기준-중심 수행평가 방안 : 루브릭(rubric)의 고안 및 실행을 중심으로 = Standards-based performance assessment for studentswith disabilities at inclusive educational settings:Devising tailored rubrics

다국어 초록 (Multilingual Abstract)

This paper pinpoints the general characteristics of standards-based performance assessment, represented by rubrics, and its necessity for students with disabilities at inclusive educational settings under the era of standards-based educational reform. The ways to effectively develop and implement rubrics for the inclusive environment including students with disabilities are discussed in detail by its major components, types, and several strategies to utilize on the process. Given the empirical evidence from related research, several suggestions which are believed to be of value for teachers and practitioners are discussed into focusing on the necessity of standards-based performance assessment and redefinition of standards, linking standards-based performance assessment with daily instructions, devising more tailored rubrics to address the needs of students with disabilities, and empowering teachers with related on-the-job trainings.

국문 초록 (Abstract)

교육 기준을 상향화하여 모든 학생들의 학력 신장을 도모하려는 기준중심 교육개혁의 동향 속에서 통합교육 현장의 장애 학생이 일반 또래학생들과 함께 참여할 수 있는 적절한 교수적 진단ㆍ평가 방안으로 기준중심 수행평가를 들 수 있다. 본 논문에서는 일반교육과정의 교육 기준(standards)과 장애 학생의 개별적인 교수적 요구가 접목되는 기준중심 수행평가를 효과적으로 적용하기 위한 방안을 모색하고자 기준중심 수행평가의 일반적 특성 및 필요성을 제시하였으며, 그 대표적 방안인 루브릭(rubric)에 대해 그 구성 요소 및 유형, 고안 절차 및 실행 시 유의점을 중심으로 고찰하였다. 또한 이를 토대로 실천적 적용을 위한 네 가지 제언(기준중심 수행평가 방안의 필요성 인식 및 기준의 재정의, 기준중심 수행평가와 일상 교수와의 연결, 장애 학생의 교수적 요구에 맞는 루브릭의 고안 및 실행, 교사 훈련의 필요성)을 제시하였다.

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