포트폴리오 평가 활동이 유아의 기초 학습 능력 및 학습과 관련된 사회적 기술에 미치는 영향

Abstract

This study was designed to assess the positive influence on teachers and young children, who joined the portfolio assessment activities. It examines how these portfolio assessment activities affected young children's basic learning abilities based on cognitive structure and social skills related to learning. To test my hypothesis, I chose a couple of control groups composed of 30 5-year-olds from two public kindergartens. One focus group was conducted using the 10-week portfolio assessment activities while the other group was not. The main results are as follow. First, young children who took part in the portfolio assessment program showed an improvement in the basic learning skills particularly writing and calculating skills. During the quality analysis of each group, I checked the changes in all abilities, including reading, writing and calculating. That's why young children can assess themselves reflectively by joining these activities planned by their teachers. In other words, they displayed their own abilities to one another and shared assessment or advice with other peers. Thus, teachers can understand young children's' actual learning level regarding basic learning skills and can plan proper teaching and learning strategies. Second, through the portfolio assessment activities, the children have improved in the subcategories of social skills such as mastery, self-assertion, self-control, and adaptation in a positive manner. Also, quality analysis of every case showed that social skills all changed as time passed. These social skills are all related to young children's' learning abilities. The behaviors concerning intellectual understanding, value and attitude not only help learners improve their socialization, but also have a positive affect on cognitive development.