장애 학생의 대규모 일반교육과정 중심 학업성취도 평가 참여의 현황 및 과제 = Standards-Based Inclusive Assessment for Students with Disabilities: Current Issues and Future Directions

국문 초록 (Abstract)

최근 국내 교육현장에는 대규모 학업성취도 평가를 통한 교육의 수월성 제고를 목표로 국가수준 학업성취도 평가가 본격적으로 도입되었다. 그러나 장애 학생을 포함한 다양한 학습자의 참여에 대한 논의가 미진한 상황으로 이에 본 논문에서는 평가-책무성 체계가 앞서 시행된 미국의 연구를 중심으로 장애 학생의 일반교육과정 중심 학업성취도 평가 참여와 관련된 주요 현황 및 과제를 고찰하였다. 평가 참여와 관련된 주요 현황으로 ‘평가 유형의 다양화’, ‘적격성 준거 강화’, ‘학업적 내용 중심의 대체 평가 개발 강조’의 특성이 두드러지며, 향후 과제로 ‘평가 유형 및 조정 결정을 위한 체계적 절차 확립’, ‘평가의 기술적 적합성 확보’, ‘학업적 기준-교수-평가 간의 긴밀한 연계’가 강조되고 있다. 이러한 고찰 내용을 토대로 국내 교육현장 실제 및 향후 연구를 위한 시사점을 논의하였다.

다국어 초록 (Multilingual Abstract)

Large scale assessment-accountability system has been recently implemented to Korean students with the aim to foster academic excellence. Participation of diverse learners, including students with disabilities, however, has not been considered enough in the discussion of implementing it. The purpose of this study was to address current issues and future directions regarding standards-based inclusive assessment for diverse learners based on literature review of the related research in the U.S. The results in respect were as follow: diversified assessment types, detailed criterion for assessment types and test accommodations, academic content-based alternate assessment (current issues); establishing systematic procedures for quality decision-making on assessment types and accommodations, guaranteeing technical adequacy of assessment in terms of psychological property, linking among academic standards, daily instructions, and assessment (future directions). Based on the results, implications for future research and related practices in Korea were discussed.

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