기술과 교육 평가에서 학습자 중심 루브릭이 학습동기 및 학업성취에 미치는 효과

한지영(Han Ji Young),이용환(Lee Yong Hwan) 한국실과교육학회 2005 한국실과교육학회지 Vol.18 No.1

The purpose of the study was to verify the effect of student-generated rubrics on learning motivation and academic achievement in technology education assessment of middle school. The independent variables were method of rubrics presentation, the level of learning ability. The dependent variables were learning motivation and academic achievement. 3 classes of 2nd grade of middle school in Seoul were divided into two experimental groups and control group in order to reach the goal of this study. The nonequivalent control group design model of quasi-experimental design was utilized for this experimental study. Performance of the experimental group 1 was evaluated using student-generated rubrics developed through negotiation between teacher and students. The experimental group 2 was lopsidedly presented the rubrics developed by experimental group 1 by their teacher to be evaluated. Performance of the control group was evaluated without any rubrics. This experiment was executed for 7 classes. The development of student-generated rubrics was executed in the first class. Making the arm of a robot, including designing a new thing and sketching were executed for 4 classes. Descriptive statistics was used to know the trend of each group. The analysis of covariance(ANCOVA) was used to get the main effect and the interaction effect among groups due to learning ability level and sex difference. Results of this study were as follows: First, the student-generated rubrics through negotiation between teacher and students hada significant effect on learning motivation in technology education. Especially, this rubrics had positive effects on sub-elements; attention(A) and satisfaction(S), but it didn’t have positive effect on sub-elements; relevance(R), confidence(C). Second, method of rubrics presentation depending on learning ability level had a significant effect on learning motivation. Especially, student-generated rubrics had an effect on learning motivation of students with lower learning ability. The result showed that learning ability and method of rubrics presentation had no interaction effect. Third, method of rubrics presentation had a significant effect on academic achievement of task performance assessment. Especially, the method of rubrics presentation had significant effects on making area of task performance assessment, it didn’t have significant effects on design and sketching area. Fourth, this study showed that middle and lower level students who used student-generated rubrics had higher academic achievement grades with regard to total academic achievement area, making area, and designing area, especially on lower level students. There was no interaction effect between method of rubrics presentation and academic ability, but there was interaction effect between them with making area. Based on the result of this study, the following recommendations were suggested for future research: First, teacher and students need to develop a rubrics through negotiation on performance criteria and its level before performance assessment in order to operate technology education class effectively. Second, it is necessary to develop instructional strategy in using student-generated rubrics because it had a positive effect on learning motivation and academic achievement. Third, rubrics need to be more detailed for performance task such as designing applied products and sketching that requires problem solving ability or high level of mental ability. Unless detailed rubrics can be presented, providing good or bad examples to students.

기술적 문제해결학습에서 평가루브릭의 인지여부가 학습수행능력에 미치는 영향

정윤석,최유현 한국기술교육학회 2010 한국기술교육학회지 Vol.10 No.2

The purpose of this study was to find out the effect of learning task ability as recognition of assessment rubric in technological problem solving learning. To accomplish the purpose this study, I designed theoretic assessment rubric model for learning task ability in technological problem-solving learning based upon literature reviews. Theoretic rubric has been verified based upon decision of professional groups. The study was conducted on two junior-high school classes(9th grade) located in Yangpyung, Gyenggi-do. They were divided into experimental group and control group. In order to find out the groups' homogeneity, preliminary examination was conducted, using assessment rubric. The study was conducted on two selected classes which showed similar learning abilities. The experiment was conducted 11 lesson times. Assessment rubric was revealed to the experimental group and make it recognized before starting the task. By evaluating two groups' process and results through assessment rubric, this study was t-tested two groups' average value in each level as well as overall average value. And the study researched the effect recognition of assessment rubric on learning task ability in technological problem-solving class. The results of the study were as follows:First, assessment rubric was developed in a way that it has 7 steps including problem check, search for solution, selecting problem solution method, specification of solution, implementation, evaluation(activity), evaluation(work) as well as 4 levels including A,B,C,D. The general-analytic Rubric was verified for its validity through professional review and practical application. Second, in this experiment, when learners recognize assessment Rubric in learning technical problem-solving, it has positive impact on problem check, search for solution, selecting solution, specification of solution and learning task ability of evaluation(activity). However, implementation and evaluation(work) did not show meaningful difference, confirming the fact that there is no effect in learning task ability. After comparing overall average value of technical problem-solving study, it has shown meaningful difference. Thus, it can be translated as it has significant effect in improving learning task ability when assessment Rubric is revealed and recognized. Based upon the study result, I would like to suggest the following study. First, assessment Rubric developed in this study suggested activity-oriented evaluation factors in implementation of technical problem- solving. Thus, it needs to develop valid evaluation factors as an implementation process in experiment-centered technical problem-solving. Second, I felt it was much easier to teach in a class where assessment Rubric was recognized than its counterpart. Students in a group where assessment Rubric was revealed asked more questions which are necessary in a class as they were aware of the direction of learning. They also tried very hard to meet the standard suggested in assessment Rubric. Likewise, the study is needed on quality study for teacher's convenience in conducting class as well as self-motivated learning attitude according to assessment Rubric's recognition. Lastly, assessment Rubric for learning technological problem-solving in this study was developed in order to provide convenience for technology teacher and study conductors who teach technological problem-solving method in a class. It is my hope that this study may be provided as resources for technological problem solving's evaluation area in technology curriculum and become a foundation for developing better follow-up study. Also, I hope meaningful evaluation method and tools in education may be developed for evaluation area. 이 연구의 목적은 기술적 문제해결학습에서 평가루브릭의 인지여부가 학습수행능력에 미치는 영향을 구명하는데 있다. 이러한 연구의 목적을 달성하기 위하여 문헌 고찰에 근거하여 기술적 문제해결학습의 이론적 평가루브릭을 구안하였으며, 이론적 루브릭은 전문가로 구성된 집단의 전문적 판단에 근거하여 타당도를 검증받았다. 실험대상은 경기도 양평 소재 Y중학교 3학년 2개 학급을 대상으로 실험집단과 통제집단을 구성하였으며, 실험집단에게는 평가루브릭을 공개 후 인지시켰고, 통제집단은 비공개하여 수업을 진행되었다. 실험은 사전검사를 포함하여 16차시에 거쳐 진행되었고, 두 집단 간에 기술적문제해결학습의 각 단계별 평균값을 t-test하여 기술적 문제해결학습 수업에서 평가루브릭의 인지여부가 학습수행능력에 미치는 영향을 구명하였다. 이 연구 결과를 통하여 다음과 같은 결론을 얻을 수 있었다. 첫째, 이 연구에서 개발한 평가루브릭은 문제확인, 해결방안의 탐색과 창안, 해결방안의 선정, 해결방안의 구체화, 실행, 평가(활동), 평가(작품)의 7개 단계, 그리고 A, B, C, D의 4개 등급으로 나뉘어져 있는 일반적-분석적 루브릭으로 개발되었으며, 전문가의 검토 및 실제 적용을 통하여 타당함이 증명되었다. 둘째, 이 연구의 실험에서 기술적 문제해결학습에 평가루브릭을 학습자가 인지하였을 때 문제해결학습 단계 중 문제확인, 해결방안의 탐색과 창안, 해결방안의 선정, 해결방안의 구체화, 평가(활동)의 학습능력에 긍정적인 영향을 끼쳤다. 그러나 실행, 평가(작품)에는 유의미한 차이가 나타나지 않아 학습수행능력에 효과가 없음을 확인할 수 있었다. 결과적으로 기술적 문제해결학습 단계의 총점의 평균값을 비교해본 결과 유의한 차이를 나타내 평가루브릭을 공개하여 인지시켰을 때 학습수행능력을 증진시키는데 뚜렷한 효과가 있는 것으로 해석할 수 있다. 이 연구에서 기술적 문제해결학습 평가루브릭은 일선 교육현장에서 기술적 문제해결학습의 수업을 진행하는 기술교사와 연구자들에게 평가의 수월성을 제공하고자 개발되었다. 이 연구가 기술교과 교육의 기술적 문제해결 평가영역에 자료로 제공되어, 더 나은 후속 연구의 개발에 밑거름이 되고, 평가영역에 교육적으로 의미 있는 평가 방법 및 도구들이 개발되길 기대한다.

목제품 만들기 단원의 수행평가에서 학습자 중심 루브릭이 학업성취도에 미치는 효과

조희성,이춘식 한국실과교육연구학회 2011 實科敎育硏究 Vol.17 No.1

이 연구는 실과 i목제품 만들기/ 단원에서 학습자 중심의 루브릭을 적용하였을 때 학생들의 학업성취도에 미치는 효과를 구명하는데 목적을 두었다. 이 연구의 목적을 달성하기 위하여 학습자 중심 루브릭을 적용하기 위한 수업 주제로 ‘목제품 만들기’ 단원을 선정하고, 선행연구를 통하여 루브릭의 개념과 효과, 학습자 중심 루브릭을 개발하는 과정을 구안하였다. 학습자 중심 루브럭을 개발하는 절차에 따라 학습자 중심 루브릭을 개발하고 수행평가 과정에 따라 6학년 2개반을 실험집단과 통제집단으로 구분하여 학업성취도에 미치는 효과를 분석하였다. 이 연구를 통하여 얻어진 결과 및 결론은 첫째, 학습자 중심 루브릭의 개발 절차와 루브릭의 개발 요소들을 기초로 하여 교사와 학생 간 협상과정을 통하여 ‘목제품 만들기 단원’의 수행평가에 적절한 학습자 중심 루브릭이 개발되었다. 둘째, 학습자 중심 루브릭이 학업성취도에 긍정적인 효과를 미쳤다. 학습자 중심 루브릭은 학생들의 성취의욕과 동기를 부여했기 때문에 학업성취도에 긍정적인 영향을 미친 것으로 해석된다. This study aims to comprehend the effects of student-based Rubric for 'woodworking' unit on the students' academic achievement. To achieve this goal, the 'woodworking' unit was selected as the topic of lesson for applying the student-based Rubric, and the process to develop the concept and effects of Rubric and the student-based Rubric was planned. In the experimental group, the student-based Rubric through a process of negotiation between teachers and students was applied and the made student-based Rubric was provided to the control group. In this study, applying to student-based Rubric and the control group was created to propose student-based Rubric. In this study, a post control group design model was applied for designing post-experimental control group design was applied to design models as experimental design. The conclusion of the results of this study are as follows. First, the student-based Rubric which can be applied to the performance assessment of the 'woodworking' unit based on the development process of the student-based Rubric and the development elements of Rubric was developed. This Rubric analyzes the 'woodworking' unit and it was developed through the negotiation process with teachers and students. Second, the score of academic achievement of experimental group that the student-based Rubric was applied by 'woodworking' unit was higher than the score of the control group. The student-based Rubric had positive effects on the students' academic achievement. Namely, the student-based Rubric was developed through the negotiation process between teachers and students, so the students' motivation and inducement can be obtained.

유치원교사 포트폴리오 평가 루브릭 개발

조운주,최일선,김은영 한국영유아교원교육학회 2011 유아교육학논집 Vol.15 No.6

The purpose of this study was to develop rubrics for assessment for a teaching portfolio in kindergarten. According to the procedures to develop a rubric, the rubrics were based on precedent studies, implied on 10 teacher's portfolios, and were modified. Then, the validity of rubrics was verified through questionnaires the rubrics suitability for 207 kindergarten teachers. The reliability of rubrics was verified through the grading score of three researchers about a teacher's portfolio based on the rubrics. First, the developed rubrics contained seven domains, 32 criteria. and four levels. The kindergarten teachers responded that the suitability of a rubrics criteria was 3.84~ 4.24 on a five-point scale. A coefficient of correlation between a criteria score and total score of rubrics was .64~.82, and a coefficient of correlation between a criteria score and domain score of rubrics was .78~.95. Therefore, rubrics are valid. The first coefficient concordance of researchers' grading score was 90.5, and second coefficient concordance of researchers' grading score was 91.6. A coefficient of correlation between researchers' grading score was .85~.95, and the coefficient correlation between the first grading score and second grading score of each researcher were .82~.94. 본 연구의 목적은 유치원교사를 평가하기 위한 포트폴리오를 객관적으로 점수화할 수 있는 평가 루브릭을 개발하는 것이다. 먼저 선행연구와 전문가 및 유치원교사의 내용타당도 검증에 근거하여 1차 루브릭을 구성하였다. 다음으로 10인의 유치원교사들이 제작한 포트폴리오를 구성된 루브릭으로 평가하게 한 후, 이에 대한 피드백을 거쳐서 개발하였다. 개발된 루브릭은 207명의 유치원교사들에게 루브릭의 적합성에 대한 타당도 검증을 받았고, 3명의 연구자들이 포트폴리오 채점에 대한 일치도를 통해 신뢰도를 검증하였다. 연구결과, 첫째, 개발된 포트폴리오 평가 루브릭은 7영역, 32준거, 4수준으로 구성되었다. 둘째, 타당도의 경우, 문항별 적합성(5점만점)의 평균은 3.85에서 4.24로 적절한 것으로 나타났으며, 루브릭 문항 점수와 총점과의 상관계수는 .64~.82로 각 루브릭 구인별 점수와 총점의 상관계수는 .78~.95로 상관관계가 높은 것으로 나타났다. 신뢰도의 경우, 채점자간 1차 일치도는 90.5로 나타났으며, 2차 일치도는 91.64로 높은 일치도를 나타냈다. 채점자간 상관은 .85~.95로 나타났고, 채점자별 상관은 .82~.94로 나타났다.

지속적인 평가 루브릭 제시에 의한 초등학생들의 과학 글쓰기 수준 변화

문소현,양일호 한국교원대학교 뇌기반교육연구소 2014 Brain & Learning Vol.4 No.2

The purposes of this study was to examine what change appears in the science writing level of the elementary students if the rubric is continuously provided with the science writing assignment, and what experience and recognition the students have while using the rubric. The science writing assignment and the rubric were applied to 35 fifth graders for total 4 sessions. The science writing results were assessed through the consultation with 3 scientific education professionals of the rubric department and the contents were analyzed to analyze at the science writing level change of the students. Depth interview results were analyzed. First, as the rubric was continuously provided, the science writing level of students changed in several criteria as the session repeated. While students were writing the scientific contents relying on the individual thought rather than creating the scientific contents during the science writing until they contacted the rubric, they recognized the importance of contents creation through the guidance of the rubric. Second, students who contacted the rubric grasped the object of the rubric correctly and were anxious in using it but expected the change by the constant use. Students whose science writing level was improved had a high use frequency of the rubric and recognized the valuation criteria clearly which was considered to be necessary to them. The students wanted the number of criteria of the rubric to decrease and the terms and performance scales to be presented clearly so that it would be easy to understand.

The Effects of a Rubric on Inexperienced Raters’ Scoring Consistency

이경랑 현대영어교육학회 2016 현대영어교육 Vol.17 No.2

This study aimed to explore whether a rubric was effective for promoting raters’ scoring consistency when evaluating English learners’ essays. The experienced raters’ scores of Korean university students, with a rubric, were analyzed qualitatively and quantitatively. The scores of inexperienced raters with the rubric were compared with those without the rubric. Each group’s scores were compared using t-tests (also with inter-rater reliability tests) and the inexperienced groups’ scores were compared using ANOVA. With the rubric, the inexperienced raters showed a similar way of evaluating students’ performance to the experienced raters while those without the rubric could not. The former scored the essays consistently both within and across the semesters, but the latter could do so only within the semesters (post-test scores were higher than pre-test scores within each semester). The scores of each test given by the inexperienced raters with the rubric were not statistically different, which was not true for the experienced with the rubric. This implies that rubrics are effective in promoting inexperienced raters’ scoring consistency, especially when raters evaluate essays at the same time rather than when evaluating at different times even with a rubric. The details of the results are given, and the significance is discussed.

VALUE 루브릭 활용이 대학생 글쓰기 평가에 미치는 영향

김민옥 영주어문학회 2023 영주어문 Vol.54 No.-

The purpose of this paper is to evaluate the writing ability ofcollege students using the VALUE rubric and to propose a wayto establish an objective standard for writing evaluation. Forthis purpose, the VALUE rubric developed by AAC&U wasapplied as an evaluation tool, and 99 students who wererepeatedly enrolled in the first semester writing course and thesecond semester writing course were selected as theexperimental group, and the study was conducted using asingle-group pretest-posttest design. The process of applying the writing assessment rubricconsisted of ‘designing a task → explaining the writing rubric →performing the task → applying the writing rubric →extracting the results’. Five assessment items were set up:context and purpose of writing, content development,discipline/topic conventions, material utilization, and languageand expression, and four achievement levels were applied asassessment criteria: capstone, milestone 1, milestone 2, andbenchmark. The results showed a difference between the experimentalgroup that did not use the rubric and the experimental groupthat used the rubric in the writing process. The descriptive statistics of the standard deviation of the pre- and post-testwriting achievement showed that the average score of thepost-test was higher than the average of the pre-test, and thepaired-samples t-test showed that the writing score increasedin all five areas, which was statistically significant. Thissuggests that the rubric improves student’s writing scores. The pre/post mean scores by gender showed that girl’swriting scores increased more than boy’s in all five domains,but the results were not statistically significant. A one-wayANOVA was conducted to examine the difference between preandpost-test mean scores by family, and the result wasF=3.315, p=0.12, which is statistically significant at the 0.05level of significance. The increase in almost all items on theposttest suggests that students can improve their writing skillsmore when they are given objective criteria for evaluation thanwhen they are given only the writing conditions. When applying a writing assessment rubric, explaining therubric’s assessment items to students in detail and allowingthem to more clearly recognize its relevance to the design ofthe assignment shows the effectiveness of presenting the rubricbeforehand, as students are able to clearly understand thecontext and purpose of their writing, and even if they showsome weaknesses in terms of content development andlanguage and expression, the formal aspects of their writingshow evidence of their efforts to write to the standardsprovided by the rubric. Applying the VALUE rubric to writing assessments helpsstudents know what factors to consider in their writing becauseit provides clear evaluation criteria, and it is also effective infairly assessing student’s writing skills because it removes the subjectivity of the evaluator and sets objective criteria. Translated with www.DeepL.com/Translator (free version) 본고의 목적은 VALUE 루브릭을 활용하여 대학생들의 글쓰기 능력을 평가하고 글쓰기 평가의 객관적 기준을 마련하는 하나의 방안을 제시하고자 하는 것이다. 이를 위해 AAC&U에서 개발한 VALUE 루브릭을 평가 도구로 적용하였고, 실험 집단으로 사전/사후 글쓰기를 수행한 학생 99명을 대상으로 단일집단 사전-사후 검사 설계 방식을 활용하여 연구를 진행하였다. VALUE 루브릭 적용은 ‘과제 설계→글쓰기 루브릭 설명→과제 수행→글쓰기 루브릭 적용→결과 추출’로 구성했다. 글쓰기의 맥락과 목적, 내용 전개, 학문 분야별/주제별 관습, 자료 활용, 언어와 표현 등 5개를 평가 항목으로 설정하였으며, 4개의 캡스톤, 마일스톤1, 마일스톤2, 벤치마크 등 4개의 성취 수준을 평가 기준으로 적용하였다. 글쓰기 과정에서 루브릭을 사용하지 않은 실험 집단과 루브릭을 사용한 실험 집단이 차이를 보였다. 사전/사후 글쓰기의 성취도를 표준편차의 기술통계를 실시한 결과, 사전 검사의 평균보다 사후 검사의 평균 점수가 상승하였으며, 영역별로 어떤 변화가 있는지 대응표본 t검정을 통해 살펴본 결과도 5개 영역 모두 글쓰기 점수가 상승하여 통계적으로 유의한 결과가 나타났음을 알 수 있었다. 이는 루브릭을 적용했을 때 학생들의 글쓰기 점수가 향상된다는 점을 시사한다. 성별에 따른 사전/사후 평균 점수는 5개 영역 모두 남학생보다 여학생의 글쓰기 점수가 더 높게 상승했지만 통계적으로 유의한 결과를 나타내지는 않았다. 계열에 따른 사전/사후 평균 점수 차이를 알아보기 위해 일원배치 분산분석(One-way Anova)을 실시한 결과 F=3.315, p=0.12로 유의수준 0.05를 기준으로 통계적으로 유의하게 나타났다. 사후 조사에서 거의 모든 항목이 상승했다는 점은 학생들은 글쓰기의 조건만을 제시할 때보다 평가의 기준을 객관화시켜 제시할 때 글쓰기 실력이 더 많이 향상될 수 있음을 의미한다. 글쓰기 평가 루브릭을 적용할 때 학생들에게 루브릭의 평가 항목을 구체적으로 설명하고 과제 설계와의 관련성을 보다 명확하게 인식할 수 있도록 한다면, 학생들이 글쓰기 맥락과 목적을 분명히 이해할 수 있고, 내용을 전개하는 측면과 언어와 표현에서 다소 미흡한 점이 나타나더라도, 루브릭에서 제공한 기준에 맞춰 글을 쓰려고 노력한 흔적들이 글쓰기의 형식적인 측면에서 잘 드러났기에 평가 루브릭을 사전에 제시하는 게 유효함을 알 수 있다. 글쓰기 평가 시 VALUE 루브릭을 적용하면, 명확한 평가 기준이 제시되기에 학생들이 어떤 요소들을 고려하여 글을 써야 하는지를 알 수 있도록 하는 데 도움이 되며, 평가자의 주관성을 제거하고 객관적인 기준을 설정하므로 학생들의 글쓰기 능력을 공정하게 평가하는 데도 효과가 있음을 알 수 있다.

Use of Rubric-referenced Self-assessment in EFL Instruction:

Chung, Sun Joo(정선주) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.10

본 연구에서는 교육 목적의 채점기준표를 이용하여 이뤄지는 자가평가가 자기조절학습에 끼치는 영향을 알아보고자 하였다. 한국의 한 대학교에서 16주 간의 실용영어 수업을 수강한 45명의 참가 학생들은 교육목적의 채점기준표를 사용하여 자신의 주장문을 자가 평가하고, 그 주장문에 대하여 자기가 준 점수의 근거와 해설을 제출하도록 하였다. 또한 참가 학생들은 그 채점기준표에 대한 자신의 이해도를 조사하기 위하여 교육 목적의 채점 기준표에 대한 자신들의 생각을 공유하도록 하였다. 참가 학생들은 학기 말에 채점기준표를 자가평가 목적으로 사용하여 본 경험에 대하여 최종 감상문을 작성하였다. 참가 학생들 의 해설, 채점기준표의 이해도, 그리고 최종 감상문을 통해 얻은 자료에 의하면, 교육 목적의 채점 기준표는 참가 학생들이 Zimmerman (2002)이 설명한 자기조절학습의 3단계를 모두 거치는데 도움이 되었다. 또한 준거항목과 성취기준에 대하여 자세하게 설명하고 있는 채점기준표는 학생들이 과제에 대한 기대치를 이해하는데 도움이 된다는 사실도 밝혀 주었다. The current study investigates the formative use of instructional rubric-referenced self-assessment and its influence on developing self-regulated learning strategies. Forty-five participants at a university in Korea in a 16-week practical English course self-assessed their response essays to course readings using an instructional rubric and provided rationale and commentary on their evaluations of their work. The students also shared their perceptions of the instructional rubric in an attempt to investigate participants’ comprehension of the rubric. At the end of the semester, they wrote final reflective essays on their experience using rubrics for self-assessment purposes. Data from student commentaries on self-assessment, rubric comprehension questions, and final reflective essays showed that the instructional rubric guided participants through the three phases of self-regulated learning as propsed by Zimmerman (2002). It was also found that rubrics with detailed performance descriptors were helpful in understanding the expectations of the assignment. The results of the study suggest that, even in an integrated-skills practical English class, use of instructional rubrics can help students become more aware of their writing progress and evaluate their learning.

한국 고대 朱書 자료의 검토

이동주 동국대학교 동국역사문화연구소 2023 동국사학 Vol.77 No.-

We focused our study on rubrication. We searched the literature for examples to gauge the character of rubrication. The common denominator in the use of the rubrication was witchcraft or sorcery. It was written under unusual conditions. Esoteric monks used rubrication when exterminating diseases, and sorcerers used it to incite the masses. Based on this literary position, we examined archaeological materials. Most of the artifacts related to the rubrication are closely associated with rituals. This means that there is a mutual association between rituals and red writing. The character of the artifacts associated with the rubrication is easy to define when taking a materialistic approach. On the other hand, the reader is important when measuring the material value of the rubrication. This is because all characters are created with the reader in mind. Based on the various circumstances, the main readers of rubrication are the people of the underworld. In other words, the rubrication is written with the person in the underworld in mind. 본고에서는 고대 朱書의 성격을 검토하기 위해 고고자료와 문헌상 용례를 검토해 보았다. 그 결과 주서의 사용상 공통분모는 呪術 혹은 妖術이었다. 비일상적인 상태에서 쓰여진 것이다. 예컨대 密敎僧이 질병을 퇴치할 때, 요술을 부리는 자가 대중을 선동할 때 주서가 사용되었다. 이처럼 문헌에 보이는 주서는 주술적 사유 속에서 사용이 된 것 같다. 한편 주서와 관련된 유물의 대부분은 의례와 관련성이 깊었다. 의례와 주서는 상호 관련성을 갖는 셈이다. 이러한 이해를 토대로 주서가 가진 자료적 가치를 가늠할 때 讀者가 중요하다. 모든 문자는 독자를 염두에 두고 작성되기 때문이다. 여러 정황을 종합하면 주서는 주된 독자가 冥界의 인물이다. 다시말해 명계의 인물을 염두에 두고 주서가 쓰여진 것이다.

자기소개서 첨삭 지도를 위한 루브릭 개발-현직 국어교사 대상 FGI를 중심으로-

장유진,김인혜 청람어문교육학회 2019 청람어문교육 Vol.0 No.72

The purpose of this study is to develop a writing rubric for the instruction of a letter of self-introduction and to be helpful to the public education. For this purpose, the a letter of self-introduction rubric was developed based on the instruction case and study. Six incumbent Korean teachers who had experience in instruction a letter of self-introduction were asked to evaluate a letter of self-introduction and write a opinion on the rubric. A TIF was then conducted to exchange opinions on Rubric's criteria and description. Then the rubric was composed based on the opinions and supplements suggested by the teachers. The characteristics of the developmented rubric are summarized as follows. First, three levels of rubrics were constructed according to the writing phase of planning, writing, and reviewing. Second, evaluation criteria were prepared based on the empirical examples of Korean teachers. The evaluation criteria were divided into the contents of the planning stage, the contents of the preparation stage, the organization, the expression, and the idiom and format of the review stage. Third, detailed instruction can be made by constructing description. in detail for each criteria. 이 연구의 목적은 자기소개서 첨삭 지도를 위한 쓰기 루브릭을 개발하여 자기소개서를 지도하는 학교 현장에 도움이 되고자 함이다. 이를 위해 자기소개서 지도 사례와 문헌 연구를 바탕으로 자기소개서 루브릭을 개발하여 현장 국어교사들에게 타당성을 검토받았다. 자기소개서 지도 경험이 있는 현직 국어교사들 6인은 실제 대입용 자기소개서를 평가하고, 루브릭에 대한 검토 의견서를 작성하게 하였다. 이후 TIF를 수행하여 루브릭의 평가 준거와 진술문에 대한 검토 의견을 교류하였다. 각 문항 별로 교사들이 제시한 의견과 보완 내용을 바탕으로 루브릭을 구성하였다. 최종 제안한 루브릭의 특성을 요약하면 다음과 같다. 첫째, 계획하기-작성하기-검토하기의 쓰기 단계에 따라 3단계의 루브릭을 구성하였다. 둘째, 현직 국어교사들의 경험적 사례들을 바탕으로 실질적인 평가 준거를 마련하였다. 평가 준거는 계획하기 단계의 내용 생성, 작성하기 단계의 내용, 조직, 표현, 검토하기 단계의 어법 및 형식으로 구분하였고, 각 준거마다 세부 준거를 분류하여 제시하였다. 셋째, 각 하위 준거별로 진술문을 상세히 구성하여 구체적인 첨삭 지도가 가능하다.