역사교육 평가 연구의 성과 분석과 향후 과제

Abstract

This study intends to analyse the topics and characteristics of research on assessment in history education with the aim of providing a starting point to develop research standards in the field. Sixty-one articles and twenty-five MA dissertations addressing the issue of assessment in history education published between 2005 and 2014 were analyzed. The number of published articles on assessment in teaching and learning history has steadily increased over the past ten- year period (2005-2014): the majority of the studies are published in journals that specialize in teaching and learning history. Of particular note is that few studies have been conducted by educational practitioners at primary level, compared to those at secondary or tertiary level. Areas of research of the articles examined in this study vary: studies on methodological trends in assessment in the field of history education, studies on theoretical models and practice of assessment both at school-level and at national-level, and studies on international trends in policies and procedures related to assessment in history. It is not surprising that most articles within the domain of assessment at national-level concentrate on the area of the analysis of College Scholastic Ability Test. Likewise, the majority of the studies within the domain of assessment at school-level tend to focus on the status and role of performance-based assessment in classrooms. In terms of topical areas, the vast majority of the studies examine the development/ evaluation of assessment instruments. Some suggestions for new directions for further research are made as follows: First, an important next step for the field will be for researchers to diversify topical areas, paying more attention to a much closer alignment between the national curriculum in history, teaching and learning history and the design of assessment in history across school levels. Second, there is clearly a need for more studies that examine the area of criterion-reference assessment and computer-based assessment in history education with a particular focus on 21st century skills and competences. Third, close attention needs to be drawn to elaborate on research methods that can guide evidence-based practice and research standards in the field. Finally, given the relative paucity of research on assessment in history compared to other areas of research in the field of history education, more educational practitioners need to engage themselves in doing research on the development of a framework and associated tool for assessment in history.