형성평가의 재등장과 교육 평가적 시사 = Resurgence of formative assessment and the educational implication

국문 초록 (Abstract)

본 논문은 최근 재등장하고 있는 형성평가 혹은 학습을 위한 평가를 교육현장에서 실천할 수 있는 방안을 모색하기 위한 것이다. 학생의 학습능력을 증가시키기 위해 교수-학습 과정에 필요한 평가를 하는 형성적 평가의 기능이 존재함에도 불구하고 현장에서 실천되기 어려운 이유 중 하나로 혼재되어 사용되고 있는 형성평가의 개념을 들고, 그 의미를 명료히 하여 교육현장에서 형성평가가 실천될 수 있는 방향성을 제시해 보려 하였다. 이를 위해 사용되고 있는 형성평가들의 기본 전제들과 활용에 따라 그 의미를 구분하였고 교육평가의 본래적 활용을 위한 시사점을 도출하였다.

다국어 초록 (Multilingual Abstract)

Recently formative assessment or assessment for learning has been resurged in education. This paper is to reflect the ways for working formative assessment in educational practice. Even though there has been a formative function of educational assessment to improve student's achievement in teaching and learning process since Scriven(1967) first had been proposed a term of formative evaluation, it has been difficulties to be functioned actively in educational practice. One of the reasons would be vagueness and diversity of the meanings of formative assessment. Therefore this paper is to clarify the meanings of formative assessment in terms of classification of the concept of formative assessment. This paper can be seen as opening the discourse for a chance to reflect on the nature of what educational assessment for teaching and learning in classroom.

목차 (Table of Contents)

• 국문초록
• Ⅰ. 서론: 문제 제기
• Ⅱ. 형성평가의 재등장과 개념 구분
• Ⅲ. 형성평가 재등장이 주는 교육평가에의 의미
• Ⅳ. 요약 및 결론
• 참고문헌

참고문헌 (Reference)

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