제 7차 교육과정에 근거한 중학교 과학 1의 성취 기준, 평가 기준 및 평가 도구 개발 : 상태 변화와 에너지, 소화와 순환 영역을 중심으로 The Units of Change of state and Energy, Digestion and Circulation = The Development of Achievement Standards, Assessment Standards, and Assessment Instruments Based upon The 7th National Curriculum of Middle School Science 1

다국어 초록 (Multilingual Abstract)

The purpose of this study is to develop achievement standards, assessment standards, and assessment instruments for criterion - referenced evaluation in the 7th national science 1 curriculum. The contents of this study are the units of Change of state and Energy, Digestion and Circulation in middle school science 1 by the 7th national curriculum.
The results of this study are as follows
1. First of all, the purpose and contents of the 7th national science curriculum were carefully analyzed. Then the required learning elements for the units of Change of state and Energy. Digestion and Circulation were determined. Based upon required learning elements in the two units, the achievement standards were developed. The achievement standards state the national science curriculum in detail in terms of the process skill(P), Knowledge(K), and attitude(A). It can be an actual guideline of the teaching and learning in classroom. The achievement standards are 14 items in the unit of Change of state and Energy, 19 items in the unit of Digestion and Circulation.
2. Based upon achievement standards, the assessment standards were made. The assessment standards divide students' achievement into three level(high/middle/low) and state each level so that it can guide evaluation of achievement. It was also developed in three areas of EP, EK, and EA. The assessment standards are 11 items in the unit of Change of state and Energy, 17 items in the unit of Digestion and Circulation.
3. Developing appropriate assessment instruments to probe students' achievement level followed after the development of achievement standards and assessment standards. A variety of performance assessment types used rather than multiple choice type. The developed assessment instruments are as follows: 5 items(2 descriptive types, 1 discussion report, 1 lab reports, 1 research project) in the unit of Change of state and Energy, 6 items(2 descriptive types, 1 essay type, 1 concept map, 1 portfolio, 1 lab report) in the unit of Digestion and Circulation.
The conclusions of this study are as follows:
1. If science teachers use achievement standards and assessment standards which are developed in this study, they can make a lot of various assessment instruments in the unit of Change of state and Energy, Digestion and Circulation.
2. If one assessment instrument is used, its utility will decrease to be hasty. Because of this reason, it is important that science teachers should catch the process of developing assessment instruments in this study. In spite of the same contents of science 1, science teachers can make various assessment instruments if they change context or situation.
The results of this study verified content validity and can be used in the school effectively in the year of 2001.