Ian Hacking의 사상에 기초한 국가수준 학업성취도평가정책 비판적 검토
A Critical Analysis on the National Assessment of Educational Achievement based on the Ideas of Ian Hacking
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이 연구는 Ian Hacking의 사상에 나타난 인식론 및 존재론을 탐색하고, 이를 교육 연구 및실천 논의를 위한 분석의 틀로 적용해 보려는 목적을 가지고 있다. 이를 위해 이 글은 ‘통계적추론’, ‘사람 만들어 내기’, ‘정상성 및 표준화’ 개념을 중심으로 Hacking의 사상을 분석한 뒤, 이를 바탕으로 국가 수준의 학업성취도 평가정책의 성격을 비판적으로 검토하였다. 연구 결과에 따르면, 국가 수준의 학업성취도 평가는 통계라는 통치 테크놀로지를 통해 특정 부류의 학습자를 만들어내고, 이로써 국가 수준에서 학교교육을 효율적으로 관리하기 위해 시행하는 정상화 및 표준화 정책이었다. 이에 이 글은 정상화 및 표준화 기제로서 국가 수준의 학업성취도평가가 학교교육의 자율성 및 분권화를 추구하는 현행 국가 교육과정의 기본 취지와 모순된다는 사실을 드러내고자 하였다.
Abstract
This study aims to explore the idea of Ian Hacking focusing on its epistemology and ontology and examine the National Assessment of Educational Achievement based on Hacking's idea. After investigating his concepts of statistical reasoning, making up people, and normality and standardization, this study analyzes the characteristics of the National Assessment of Educational Achievement from a critical perspective. Applying Hacking's concepts reveals that the National Assessment of Educational Achievement is a national-level assessment policy to produce particular kinds of learners and to normalize and standardize schooling through statistics as a governing technology. Accordingly, this study tried to show that the National Assessment of Educational Achievement as a mechanism of normalization and standardization is contradictory to the current national curriculum that is pursuing autonomy and decentralization of schooling.
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