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        초등 과학과 포트폴리오의 채점기준 개발과 신뢰도 검증

        김찬종(Chan Jong Kim),최미애(Mi Aee Choi) 한국과학교육학회 2002 한국과학교육학회지 Vol.22 No.1

        The purpose of the study is to develop major types of scoring rubrics of portfolio system, and estimate the reliability of the rubrics developed. The portfolio system was developed by Science Education Laboratory, Chongju National University of Education in summer, 2000. The portfolio is based on the Unit 2, The Layer and Fossil, and Unit 4, Heat and Change of Objects at fourth-grade level. Four types of scoring rubrics, holistic-general. holistic-specific, analytical-general. and analytical-specific. were developed. Students` portfolios were scored and inter-rater and intra-rater reliability were calculated. To estimate inter-rater reliability, 3 elementary teachers per each rubric (total 12) secored 12 students` portfolios. Teachers who used analytical-specific rubric scored only six portfolios because it took much more time than other rubrics. To estimate intra-rater reliability, second scoring was administered by two raters per rubric in two and half month. The results show that holistic-general rubric has high inter-rater and moderate intra-rater reliability. Holistic-specific rubric shows moderate inter- and intra-rater reliability. Analytical-general rubric has high inter-rater and moderate inter- and inter-rater reliability. Analytical-general rubric has high inter-rater and moderate intra-rater reliability. Analytical-specific rubric shows high inter-and inter-rater reliability. The raters feel that general rubrics seems to be practical but not clear. Specific rubrics provide more clear guidelines for scoring but require more time and effort to develop the rubrics. Analytical-specific rubric requires more than two times of time to score each portfolio and in proved to be highly reliable but less practical.

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