서술형 수행평가를 통한 교사피드백이 수학학습에 미치는 영향 = (An) Effects of Teachers Feedback through Descriptive Performance Test on Mathematics Learning

다국어 초록 (Multilingual Abstract)

The purpose of the study was to find what effects a descriptive performance test as on a student's matematics learning. For the purpose, participants students were received a teacher's feedback through the descriptive open-questions in a class, with its result analyzed their learning attitude and mathematical potential.
To accomplish the purpose, the subjects of the study are determined as follows;
1) does a teacher's feedback through the performance test items of a descriptive open-questions has any effect on students' attitude toward mathematics learning?
2) does a teacher's feedback through the perfoFmance test items of a descriptive open-questions has any effect on students' mathematic potential?
Participants were 2 classes of the 3rd grade of a middle school, Daedeok-gu, Daejeon, divided into Group Ⅰ(with a teacher's feedback through marks) and Group Ⅱ(with a teacher's feedback through right or wrong judgment). The tool was KED's(1992) Mathematics Learning Attitude Test and a Test for Mathenlatic Potential for pre and post- test in common.
As a result of analyzing the effects of a teacher's feedback to descriptive performance test on students' learning potential, it can be concluded as follows;
First, there are significant difference between Group Ⅰ and Group Ⅱ in self-concept of mathematics, attitude toward mathematics, and learning habits of mathematics(p＜.05). It suggests that performance test with a teacher's mark feedback would be more effective teaching approach to improve students' mathematics leaming attitude than the test with a teacher's right or wrong judgment feedback.
Second, there are significant difference between Group Ⅰ and Group Ⅱ in self-confidence of mathematics, flexibility of mathematics, mathematic willing, mathematic reflection, and mathematic value(p＜.05). It indicates that performance test with a teacher's mark feedback would be a more useful teaching approach to improve students' mathematic potential than the test with a teacher's right or wrong judgment.
Therefore, it is found that a teacher's mark feedback has a positive effect on students' mathematics learning attitude and mathematic potential by giving students a concrete scores to their mathematic solution, leading students to have interest in mathematics rather than giving it up at first. The implication is that if a teacher checks a wrong answer on performance test and lets students know it by working out the mathematic items, rather than informing students of their scores, students will also check their wrong answer, realize how the items should be solved, build a good understanding and concepts of mathematics.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 3
• 3. 용어의 정의 = 3
• 4. 연구의 제한점 = 4
• 5. 기대되는 효과 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 수행평가 의의 및 필요성 = 6
• 2. 서술형 수행평가 = 8
• 3. 피드백 = 12
• 4. 선행연구 = 18
• Ⅲ. 연구 방법 및 절차 = 21
• 1. 연구기간 및 연구대상 = 21
• 2. 연구설계 = 21
• 3. 검사도구 = 23
• 3) 서술형 수행평가 (문항 예시) = 25
• Ⅳ. 결론 = 29
• 1. 분석 및 결과 = 29
• 2. 결론 = 40
• ＜참고문헌＞ = 44
• ABSTRACT = 48