초등학교 사회과 수업에서 학습자 참여 수행평가 준거 설정 활동의 교육적 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the influence of student-participated rubrics for performance assessment on students motivation, academic achievement in elementary social studies classes. The subjects of this study were 53 students in two third-grade classes. The selected two classes were assigned to an experimental group and a control group. The students took pretest and posttest about learning motivation and academic achievement. In experimental group, the students generated the rubrics for performance assessment by themselves. After each students made the rubrics, they had discussions with their group members to generated their group s idea. the teacher had a discussion with the leader of each small group in order to generate a common criteria for the class. In control group, teacher generate the rubrics for assessment and it was not shared with the students. The results indicated that the experimental group showed significantly higher scores in learning motivation, and academic achievement than the control group. The educational implication were discussed.

참고문헌 (Reference)

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