중ㆍ고등학교의 수행평가 실태 조사 : 경기도 지역을 중심으로

다국어 초록 (Multilingual Abstract)

In this study the current states of performance assessment in secondary schools are surveyed and analysed for the purpose of providing fundamental data for the teachers who build performance assessment plans.
To fulfill the above aim, the following subjects are suggested:
1. What are the viewpoints of the secondary school teachers in terms of educational evaluation?
2. How much do the secondary school teachers understand performance assessment and how great is their willingness to administer performance assessment?
3. How do the secondary school teachers draw up criterion-referenced standards of the performance assessment and what procedures do they take?
4. What methods and tools do the secondary school teachers adopt for their performance assessment?
5. How is a performance assessment system planned in secondary schools?
6. How is the supporting system organized in secondary schools?
7. What are the problems of performance assessment in secondary schools and how can they be improved?
To make a study of this『A Study on the Actual State of Performance Assessment at a Secondary School Level』, a set of questions were given to teachers, which were made out according to a specified item in each category.
For this study, questionnaires were sent to 425 secondary school teachers serving in Kyonggi Province and the statistics were compiled on 297 of 318 collected questionnaires by the program SPSSWIN8.0.
The result of this study is as follows.
1. It is recognized by teachers that the educational assessment is ongoing and comprehensive evaluation of teaching process and outcomes, and feedback of the evaluation results. In educational evaluation the part that assessment performance plays should be enlarged. The reason for reforming the traditional assessment methods is to enable teachers to perform comprehensive evaluation of the developmental changes and processes of an individual student.
2. Teachers seem to recognize that the time and place to execute performance assessment should be flexible so that the assessment can be achieved in groups as well as individually. One of the most distinct characteristics of performance assessment is that teachers can comprehensively, wholly, and continuously evaluate the students' scholastic achievements. Though most of the teachers recognize performance assessment as a desirable evaluation method, they are reluctant to execute it and to participate in in-service training for it.
3. The norm of performance assessment is being drawn up largely by the teachers' conference of each subject. In general, the norm drawn up seems to be observed. The general reason for framing the norm is to ensure the objectivity of the assessment processes. Each criterion of performance assessment is considering the features of each subject.
Grade is mostly arranged by selecting the students' works assigned according to each pre-stated standard level. And also the teacher can first decide the highest and then give the other students relatively lower grades. The full mark of each criterion is allotted mostly in two ways: giving equal mark or putting more weight on an important criterion. The norm is presented in advance of assessment. The model to support the students is presented before assessment.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구 문제 = 4
• Ⅱ. 이론적 배경 = 7
• A. 교육평가의 최근 동향 = 7
• B. 수행 평가 = 11
• C. 수행 평가의 문제점 및 해결책 = 16
• D. 선행 연구 = 21
• Ⅲ. 연구의 방법 = 25
• A. 연구의 대상 = 25
• B. 도구 = 27
• C. 자료처리 = 29
• Ⅳ. 결과 및 해석 = 30
• A. 교육평가에 대한 관점 = 30
• B. 수행평가에 대한 이해와 시행의지 = 35
• C. 수행평가 기준안 작성과 실시 절차 = 41
• D. 수행평가의 방법과 도구 = 51
• E. 수행평가의 운영 = 71
• F. 수행평가의 지원체제 = 74
• G. 수행평가의 문제점 및 개선 방안 = 79
• Ⅴ. 논의 및 결론 = 83
• A. 요약 = 83
• B. 논의 = 86
• C. 결론 = 88
• D. 제언 = 91
• 참 고 문 헌 = 93
• 영 문 초 록 = 96
• 부 록 = 99