http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
서술형 평가에서의 교사평가와 동료평가 활동 경험에 따른 고등학생들의 인식
백성혜 ( Seoung Hye Paik ),류혜정 ( Hye Jung Ryu ) 한국과학교육학회 2014 한국과학교육학회지 Vol.34 No.6
이 연구에서는 서술형 문항에 대한 교사평가와 동료평가가 고등학생들의 학업성취도와 정의적 영역에 미치는 효과를 알아보고, 평가에 대한 학생들의 만족도와 신뢰도를 분석하여 시사점을 얻고자 하였다. 이를 위하여 중소도시에 있는 고등학교 2학년 2개반을 선정하여 학업성취도, 정의적 영역의 검사를 사전과 사후에 실시하였다. 서술형 문항의 평가는 10차시 수업 동안 진행되었으며, 교사평가를 실시한 반에서는 학생들이 서술형 문항을 푼 후에 교사가 이에 대한 피드백을 수업 중에 실시하였다. 동료평가를 실시한 반에서는 학생들이 서술형 문항을 푼 후에 소집단 별로 동료평가를 실시하고 피드백을 제공하도록 하였다. 연구 결과, 학업성취도 상위 집단 학생들은 상대적으로 교사평가에 긍정적인 만족도를 나타내었고, 하위 집단 학생들은 동료평가에 긍정적인 만족도를 나타내었다. 한편, 학업성취도 상위 집단 학생들은 교사평가와 학생평가에서 동일한 채점 기준을 제공하였음에도 불구하고 교사평가에 대한 신뢰도가 상대적으로 높은 반면, 하위 집단 학생들은 교사평가에 대한 신뢰도가 상대적으로 낮았다. 학업성취도가 하위인 학생들만 비교한 결과 교사평가를 실시한 학급보다 동료평가를 실시한 학급에서 성취도의 향상이 통계적으로 유의미하게 나타났다. 정의적 영역의 평가 결과에서도 하위 집단 학생들은 동료 평가가 정의적 영역에서 긍정적인 영향을 미쳤으며, 특별히 과학에 대한 인식 영역에서 변화가 통계적으로 유의미하게 나타났다. The purpose of this study is to figure out the influence on the students` achievement of the cognitive and the affective domains by descriptive items assessment of teacher or peer and to obtain implications by analyzing the students` satisfaction and the reliability of the assessment. For this purpose, two classes of 11th grade students located in a small city were selected and took an exam related to the cognitive and the affective domains before and after the assessment. The assessment activities were carried out during 10 lessons and the teacher gave feedback to the students of the teacher assessment class in the lessons. In the peer assessment class, a small-size student group discussion and feedback were given to the students after the exam. The results show that higher level achievement group students represented relatively positive satisfaction on teacher assessment, and lower level achievement group students represented positive satisfaction on peer assessment. In spite of the same marker list, higher level achievement group students represent relatively high reliability than lower level achievement group students. The lower level achievement group students in the peer assessment class got statistically meaningful improvement of achievement than the students of teacher assessment class. The peer assessment activity was positively influenced on the affective domain of the lower level achievement group students, especially signigicant meaning of statistics was found on the students` perception about science.
류혜정,이재연 숙명여자대학교 아동연구소 2003 兒童硏究 Vol.17 No.1
The purpose of this study is to investigate teacher's experience in discovering neglected children in the classroom and the relationship between the causes of such neglect and family type as well as the external, emotional and behavioral characteristics of the neglected child. The subjects were 124 teachers who were working at child care centers in ChungCheongNam-Do, and who were then given a questionnaire to measure teacher's perception on child abuse, The Statistical Analysis (SAS) program was used to analyze the collected data from the research in terms of means, standard deviation and percentage. The results of this study were as follows; First, 79% of the subjects have experience in identifying neglected children in their classes, In the family type of the child, 47.5% were fostered by biological parents. As cause of neglect, the teachers indicated parental indifference or irresponsibility (28.6%), marital employment (22.5%), improper rearing attitude(17.4%) and family troubles(12.3%). In external, emotional and behavioral characteristics, the external ones were less remarkable than the others. In detail, the neglected children tended to be greedy for food (3,18), and were inattentive (3.76)or tried to read other's mind (3.63). Second, after identifying the neglected child in the class, 58.5% of the subjects admitted to having a warmer attitude towards the child. They would then attempt to resolve the problem through counseling with parents (66.9%) or parent education(22.6%). 94.6% found that not only their intervention but also professional help for parents were needed in order to protect the rights of the child. While 77.3% knew the child abuse report center, only 2.7% used it. Moreover, 66% who would report the child neglect to the center, suggested, as reasons for reporting, the protection of the child's rights (42.9%), and th e need for proper solution (35.7%). On the other hand, as reasons for not reporting, they suggested parents' repulsion or negative response to their report (38.9%), and preference for counseling or parent education (30.6%) in order to solve problems.