수행평가의 타당성: 인식론적 재검토 = A Critical Essay on the Validation of Performance Assessment: From the Epistemological Point of View

다국어 초록 (Multilingual Abstract)

From the epistemological point of view, it may be said that performance assessment(PA) considered as an alternative of the traditional objective tests(OT) is based on the following two views. One is that the theoretical knowledge as school subject matter, which for the most part consists of propositions or statements, is only the verbal abstraction of knowing-how, the other is that knowing-how is of significance only in relation to practical problem-solving activities. These views, however, distort the nature of theoretical knowledge as school subject matter. On the one hand, the theoretical knowledge consists of various propositions or statements, but on the other hand that presupposes the tacit mind-nature. `A priori` in Kant`s epistemology corresponds to this. In this respect, school subject matter is not the propositional or verbal abstraction of practical activities, but is the outward manifestation of tacit mind-nature. Therefore we can say that the concept of performance in PA does not mean practical activities themselves―applying the theoretical knowledge to practical problems methodologically, but the tacit mind-nature`s act of outward manifestation in the study of school subject matter. PA should not be regarded as an another kind of evaluation different from OT, but regarded as an evaluative aspect of education embedded in the concept of it. PA should be strictly distinguished from education(or instruction). Properly speaking, education is the tacit mind-nature acquisition activity by the theoretical knowledge.

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