교육과정과 수행평가의 적용 = A Study on the Way of Aligning Performance Assessment with School Curriculum

다국어 초록 (Multilingual Abstract)

Performance assessment is one of the hottest topics in Korean education today. By the early 1990s, many thoughtful educators had come to realize that the way we assess students achievement will have to be changed in order to move teaching from trivialized rote learning toward creativity and higher-order thinking. The search for alternatives to the traditional multiple-choice type test has generated a variety of new approaches to assessment under such names as alternative assessment, performance assessment, and authentic assessment. Even though each label implies slightly different emphases, in this paper, the term performance assessment has been chosen to describe the current restructuring movement of assessment in Korean education. The main concern of this paper is not the technical problem of designing and implementing alternative assessment. Instead, this paper deals with the more fundamental question of what essential characteristics and rationale of alternative assessment are, and what practical considerations ought to be solved for the successful change of assessment in school. As reasons of current changes in assessment, new educational goals for the 21st century and new cognitive theories of learning were emphasized. For these reasons, educators are looking for ways to improve the alignment of curriculum, teaching, and assessment. In the past, assessment was frequently used for selecting, however, today`s education has a hope to realize the ideal of developmental perspective, and requires all students achieve high standard of performance to succeed in the information society. Furthermore, evidence from contemporary constructivist theory of learning indicates that learning is an ongoing process during which students are continuously receiving information, interpreting it, and reconstructing their internal understanding of the information. In this context, it is necessary to undergo the paradigm shift in assessment from converntional approaches to performance assessment. After clarifying terms related to various kinds of alternatives to traditional multiple-choice type testing and discussing the promise of performance assessment, as conclusions, six practical considerations which are to be tackled at the national, local, and school building level were suggested. Those are a sort of soft-landing tactics which will contribute to eliminate the obstacles to root performance assessment in the classroom teaching.