학교평가의 문제점과 개선 방안 = Problems and Measures for Improvement in School Evaluation System

다국어 초록 (Multilingual Abstract)

Considering the current status emphasizing quality management of education and competitiveness of education, school evaluation may not only contribute to the demands of the users who desire improvement of the duties of schools, but also serve as the starting point for alternative approaches to improvement of schools.
In order for school evaluation to serve as the starting point for enhancing competitiveness of school education, it is necessary to supplement the school evaluation more effectively under the promotion of validity and reliability, and to formulate plans for lifting a burden from teachers on school evaluation and for improving positive mind on the system.
In this study, the author investigated the problems of the existing school evaluation from the current status of its implementation in domestic schools, reflected the trends of other countries' school evaluation on the domestic present state, and reestablished the directions of school evaluation.
Firstly, through the theoretical consideration of school evaluation, the legal basis of school evaluation was provided, the concept of the evaluation was determined, and the significance and necessity of the evaluation were understood through the functions and roles. Also, the opinions of domestic & foreign scholars on the basic preconditions, procedures, and scopes of school evaluation were considered. Then, the author introduced the procedures and methods of the evaluation, examined the scholars' opinions on the theories and models of the evaluation, and defined suggestions by comparing the characteristics of several models.
Secondly, as for the trends of other countries' school evaluation, the school evaluation systems of the U.S.A., England, France, Japan, Australia, and New Zealand were compared in order to investigate how the suggestions from the foreign systems could be used in the domestic system.
Thirdly, as with the problems of domestic school evaluation, the purpose of evaluation of individual subject is not evident, and the contents and standards of the evaluation are not systematical, elaborate, and synthetical at the aspect of system. Most of the evaluation is quantitative and depends on quantitative assessment without using of various methods of assessment. Moreover, that the process and results of school evaluation are not made public transparently lodges a protest against the validity and fairness of the evaluation, and fails to draw attention and participation from teachers, parents, and local figures. Because each school district has its own scopes, standards, and procedures on the evaluation, the quality of school education may not be assessed consistently in the nation's level. Due to the short period of the evaluation, the evaluation cannot be performed systematically and elaborately but be performed formally without detailed investigation and observation. Owing to this, the merits and demerits and the directions and measures of improvement of school education fail to be understood concretely and the results of the evaluation cannot be used for improving schools. Lastly, degree of study accomplishment for assessing the effectiveness of education administration was absent in the school evaluation, and it is not clear who takes the responsibility for the results of the evaluation. The responsibility should be taken by a specific subject.
Fourthly, as with the research on development of school evaluation, the philosophy and objectives of the evaluation were first investigated. Before implementing school evaluation, it is necessary to establish reasonable viewpoint of evaluation. The evaluators should be fully aware of the evaluation questions, observe the actual status of schools in the field with the materials to be confirmed provided by each school, and perform the evaluation with dispassionate, objective criticism on the facts. As with the measures for improving the school evaluation system, there are concrete presentation of the objectives of school evaluation by evaluation subjects, establishment of evaluation standards in which mutual connection of evaluation scopes is regarded, construction of organized contact system among the school evaluation subjects, combination of quantitative and qualitative methods of school evaluation, promotion of school evaluation in which degree of study accomplishment is contained, publicization and application of the results of the evaluation, enhancement of systemicity in school evaluation, improvement of speciality of the evaluation, and raise of the responsibility of each school. Lastly, the evaluation should be the activities by which the individuality and particularity of each school can be revealed, be led to the improvement of obligation through which the right to know of education users such as students, parents, and local communities is fulfilled. Also, the fairness, subjectivity, and reliability of the evaluation should be enhanced for successful implementation of the school evaluation.
Given the school evaluation is a process not for managing & inspecting schools but for diagnosing & improving problems in schools, the evaluation should be a system of guiding for improving the quality of school education by schools themselves, based on the autonomy of each school.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구문제와 방법 = 2
• 3. 용어의 정의 = 3
• 4. 연구의 제한점 = 3
• Ⅱ. 학교평가에 관한 이론적 고찰 = 4
• 1. 학교평가의 필요성과 역할 = 4
• 2. 학교평가의 절차와 방법 = 11
• 3. 학교평가의 이론과 모형 = 13
• 4. 우리나라와 외국의 학교평가의 현황 = 22
• 5. 선행 연구의 고찰 = 35
• Ⅲ. 학교평가의 실태와 문제점 = 37
• 1. 목적적 측면 = 37
• 가. 학교평가 목적을 어디에 둘 것인가의 문제 = 37
• 나. 학교평가결과에 따른 책무성의 귀속 문제 = 38
• 2. 주체적 측면 = 39
• 가. 국가수준 학교평가와 시·도교육청 학교평가의 이원성문제 = 39
• 나. 단위학교 자체평가와 외부평가의 조화 문제 = 40
• 3. 내용적 측면 = 41
• 가. 학교평가 기준 및 영역의 신뢰성 타당성 문제 = 41
• 나. 학업성취도의 학교평가 포함 문제 = 44
• 4. 방법적 측면 = 45
• 가. 질적 접근 방식과 양적 접근 방식의 문제 = 45
• 나. 평가대상의 기술과 판단 방법의 통합 문제 = 46
• 다. 학교평가 결과의 공개와 활용의 문제 = 47
• 라. 평가 절차의 문제 = 48
• 마. 학교평가의 전문성 확보 문제 = 48
• Ⅳ. 학교평가의 개선 방안 = 51
• 1. 목적적 측면 = 51
• 가. 평가주체별 학교평가목적의 구체적 제시 = 51
• 나. 학교평가와 단위학교 책무성 제고 = 54
• 2. 주체적 측면 = 56
• 가. 학교평가의 주체들 간의 유기적인 연계체제 구축 = 56
• 나. 단위학교 자체평가와 외부평가의 조화 = 58
• 3. 내용적 측면 = 59
• 가. 평가영역의 상호 연계성을 고려한 평가 기준의 설정 = 59
• 나. 학업성취도 평가를 포함하는 학교평가의 추진 = 67
• 4. 방법적 측면 = 68
• 가. 학교평가의 양적 방법과 질적 방법의 통합 = 68
• 나. 평가결과의 질적 기술 = 69
• 다. 학교평가결과의 공개와 활용의 확대 = 69
• 라. 현장 방문평가를 포함하는 장기평가와 자료와 판단의 공유 = 72
• 마. 학교평가전담기구의 설치와 학교평가단 구성의 전문성 제고 = 72
• Ⅴ. 요약 및 결론 = 77
• 1. 요약 = 77
• 2. 결론 = 78
• 참고 문헌 = 80
• Abstract = 82