한국교육평가연구의 과제와 전망 : 표준화에서 맞춤화를 위한 측정과 평가체제의 변화 Changeds of Measurement and Evaluation Systems for Customization from Standardization = Problems and Prospects of Educational Evaluation Research in Korea

국문 초록 (Abstract)

산업사회의 여러 가지 삶의 패러다임이 지식정보화사회의 패러다임으로 전환함에 따라 교육의 방식도 달라져야 하고, 교육평가와 측정의 방식도 달라져야 함을 논의하고 있다. 특히 산업사회의 측정과 평가의 방향이 표준화라고 한다면 지식정보화 사회의 그것은 맞춤화로 전환되어야 한다. 고차적인 문제해결력과 정보의 재단능력, 창안능력, 개발능력, 활용능력 등이 측정과 평가의 내용으로 강조되어야 한다. 맞춤화의 측정과 평가도구로 Piagetian 검사와 Vygotskyian검사의 개발을 제안하고 있다. 그리고 앞으로 한국 교육평가의 방향 모색으로 구성주의적 평가, 전문가 평가, 컴퓨터 평가, 참 평가, 교육과정 평가, 국가수준의 평가를 강화할 것을 제안하고 있다.

다국어 초록 (Multilingual Abstract)

The objective of the paper is to investigate the problems and the prospects of measurement and evaluation environment in Korea. The current paradigm in education is based on standardization, much like the mass production of industrial-age manufacturing, which is now giving way to customized production in the information-age society. In school learning situation, we know that different learners learn at different rates and have different learning needs. Yet Korean current paradigm of education entails teaching a large group of learners the same content in the same amount of time. We know that this may be a model for efficiency, but certainly not for effectiveness.
When we consider that student assessment has typically been norm based and that teachers sometimes withhold information from students to see who the really bright ones are, it becomes clear that at least part of the reason for standardized instruction has been to sort learners in schooling, higher education, and corporate training. Standardized assessment allows valid comparisons of students with each other, But this is never designed for learning itself; it is designed for sorting. We must now forcus on teaming instead of sorting. Educators agee that different people team at different rates. So, when an educational system holds time constant, achievement must vary, as has been the case in our insdustrial-age educational system eyer since it replaced the one-room schoolhouse. The alternative is to allow time to vary- to give each learner the time he or she needs to reach the learning goals. That would be learning-focused system, which is sign of moving toward information-society. This means we need a focus on customization, not standardization.
The current measurement and assessment system must be changed for customized learning environment of each learner. Development of the Piagetian tests and Vygotskyian tests is needed for customized instructional system for each learner. Also Performance assessment must be focused for the constructive education environment. Also, Development of professional aptitude test, computer-based test are needed for the customized learning environment. National assessment for school learning performances and national curriculum evaluation must be emphases for the development of national education system.