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조한무 한국열린교육학회 1997 열린교육연구 Vol.5 No.1
The purpose of the study was to identify the effects of portfolio assessment in physical education. Portfolio assessment groups were compared with traditional assessment groups. The devices used in evaluating the effects of the instructional assessments were method of managing lesson, active learning time, interactions between teachers and students, interactions among the students, Four schools were involved in the study, in which two primary schools hired portfolio assessment and the other two primary schools applied traditional assessment. To make the study more reliable, 80 physical education specialists, trained in using portfolio assessment, were selected as descriptive survey examinees. Data collection was made by employing (1) document collection. (2) narrative observation. (3) participant observation. (4) in-depth interview, (5) descriptive survey, which are usually used in ethnographic study. The data collected were analyzed by using (1) coding by subjects, (2) taxonomic analysis, (3) plan analysis, (4) process analysis, (5) learning time analysis, (6) frequency analysis. In the research, two assessment systems were employed: one was traditional assessment system and the other one was portfolio assessment system. The results of the study are as follows: 1. Portfolio assessment groups practiced a variety of learning methods such as individual learning, group learning, interaction learning, while traditional assessment groups implemented conventional instruction. 2. Portfolio assessment groups had more active learning time than traditional assessment groups. 3. Portfolio assessment groups used various types of interactions- interaction between students and teachers, among peers, leaders and members. However, traditional assessment groups showed only one style of interaction- interaction between students and teachers. 4. High grade students in Portfolio assessment groups showed higher attention span. However, low grade students in portfolio assessment groups displayed lower attention span than those of the traditional assessment groups. Following are some suggestions for future physical education class: 1. Teachers lesson plan employing portfolio assessment system should be made so that portfolio assessment might be widely used in school. 2. Teachers should not be afraid of change. This would lead to the environment in which more teachers would be willing to use portfolio assessment system in school. 3. Teachers are required to guide low grade students individually so that the students know how to use portfolio assessment system.
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조한무 仁川敎育大學校 科學敎育硏究所 2004 과학교육논총 Vol.17 No.-
The purpose of the study was to review the applicable assessment tool in elementary school physical education in accordance with changing phases. The study questions were (1) what would be the results of using portfolio forms in elementary school physical education classes and; (2) what would be the results of using a comprehensive assessment portfolio. The research methods were composed of Del-phi technique to explore the possibility of applicable assessment tool and qualitative research material. The results of the study were (1) the portfolio which can perform assessment and instruction should record cumulatively and be core assessment tool; (2) the portfolio which contains experts' opinions and students' reflection, and individual goal can be student-centered instruction and ; (3) the portfolio materials which assess learning developmental processes continually and comprehensively should be applied, considering long-term student performance, individual potential and characteristics.
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조한무 仁川敎育大學校 科學敎育硏究所 2004 과학교육논총 Vol.16 No.-
지식과 앎의 문제에 대한 관점의 변화는 그 학문적 속성상 학습이론의 변화를 불가피하게 가져왔고 이에 따라 평가의 방향도 변화를 요구하게 되었다. 전통적인 평가의 한계를 지적하며 등장한 수행평가를 실행하는데 큰 장애가 되는 부분을 살펴보면 어렵다는 선입관과 이를 해결하긴 위한 연수부족을 들 수 있으며, 평가시간이 너무 많이 소요된다는 점 등이다. 현장의 학생이나 학부모의 의견을 들어보면 현장의 수행평가는 학부모의 몫으로 대부분이 과제형이라고 보고하고 있다. 수행평가가 과제형 일수도 있지만 천편일률적으로 과제형으로만 행해지는 경우라면 문제가 된다. 우수한 평가는 수업을 돕는다는 이론은 무성하지만 수업을 돕는 평가에 대한 사례를 제시한 연구나 문헌은 는 찾아보기 어려운 실정이다. 이에 연구자는 교수와 평가를 동시에 실행할 수 있는 통합모형인 포트폴리오 교수·평가 모형을 소개하는 것이 이 연구의 목적이다. 포트폴리오 교수·평가 모형에 대한 이해를 돕기 위해 2장에서는 구성주의에서 교수와 평가, 3장에서는 포트폴리오 교수·평가 모형을 쉽게 소개하기 위해 포트포리오의 의미, 포트폴리오의 증거자료 유형, 포트폴리오 교수· 평가 모형 등을 제시하였다. 4장에서는 포트폴리오 교수·평가 모형의 실제 적용사례를 제시하는 순서로 구성하였다. 포트폴리오 교수·평가 모형의 실제 적용사례는 가르치는 일과 평가를 동시에 실행할 수 있는 도구, 즉 포트 폴리오 제작물을 구안절차와 구안된 포트폴리오 제작물을 활용하는 지도안과 지도안 작성 요령, 포트폴리오 제작물을 활용한 성과물을 수집하여 평가하고 이를 활용하는 절차에 대해서도 사례 제시를 하였다. 현장에서 포트폴리오 제작물을 활용하는데 있어서 고려할 사항은 첫째, 실기 교과에서는 시간이 많이 요구되는 양식은 피하는 것이 좋고 포트폴리오 제작물 내용은 간단하면서도 핵심적인 내용을 다루어야 한다. 둘째, 체육수업시간에 게임과 같이 수업의 흐름을 차단하기 곤란한 상황은 수업이 끝나는 부분에서 활용하는 것이 효과적이다. 셋째, 포트폴리오 제작물 활용은 개인운동이나 집단과의 관련이 연계되어 있지 않은 수업에서는 각자의 대기시간이나 쉬는 시간을 이용하는 것이 좋고 집단운동에서는 수업을 정리하는 시간을 이용하는 것이 일반적이다. The purpose of the study was to introduce portfolio instruction and assessment model which can perform instruction and assessment simultaneously in physical education class. In using portfolio instruction and assessment, the following considerations should be taken into: (1) Avoid time-consuming portfolio format; (2) use portfolio format in the last part of instruction when instruction flow is important otherwise it would interrupt instruction; (3) use waiting time or break time when individuals are allowed sometime.
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조한무(趙漢武) 한국홀리스틱교육학회 1999 홀리스틱융합교육연구 Vol.3 No.3
The cultivation of a forest in schools has its importance in that forest gives a lot of merits to students in terms of their health. The purpose of this article is to investigate the relationships between a school forest and students’ health. In this paper, I would like to suggest that forest has its environmental functions such as proof of noisy sounds and cleansing air pollution, Second, the negative ions emerged from forests have its good effects on the improvement of health conditions. In particular, activities in the school have such a similar effects as forest bathing in its medical effects.
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조한무 한국홀리스틱융합교육학회 1999 홀리스틱융합교육연구 Vol.3 No.2
The cultivation of a forest in schools has its importance in that forest gives a lot of merits to students in terms of their health. The purpose of this article is to investigate the relationships between a school forest and students’ health. In this paper, I would like to suggest that forest has its environmental functions such as proof of noisy sounds and cleansing air pollution, Second, the negative ions emerged from forests have its good effects on the improvement of health conditions. In particular, activities in the school have such a similar effects as forest bathing in its medical effects.
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