중등 교실 역사학습평가의 개선방안 -내용타당도 측면에서-
Alternatives on Classroom History Assessments in Secondary Schools in Aspects of Content Validity
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The purpose of this study is to propose ways of validating classroom history assessment tools. For this study, first, it investigated problems in classroom history assessments through the review of studies related to history assessments. Second, it produced methods to align between the content of assessments and objectives of curriculum in history by using a content matrix. Third, it showed examples of test items suited to each historical thinking skill. The results of this study indicated that history teachers do not have sufficient experience of systematic educational training courses related to classroom assessments. Most of history teachers proceed classroom assessments without any clear plans. However, teachers including history teachers do not aware of themselves who are not equipped sufficiently with assessment expertise. Experts in educational evaluation understand that teachers lack in sufficient knowledge and skills in classroom assessments and are not ready to proceed it. These experts see keenly the necessity of reform in teacher training programs and curriculum of teacher college in order to solve the problems in classroom assessments. As for solving these problems found, this study proposes ways of aligning among history content, historical thinking skills, and objectives in history curriculum. First, in order to align the content of assessments with objectives of curriculum, the content of assessments should include historical knowledge representing the content of curriculum in history. Second, the distribution of the content in test items should also be balanced across the objectives and thoroughly cover the span of knowledge in the curriculum. Third, each test item should be appropriate for each historical thinking level to assess dept historical understanding. The results of this study will be used for developing the content validity of classroom history assessments in educational programs for history teachers.
Abstract
The purpose of this study is to propose ways of validating classroom history assessment tools. For this study, first, it investigated problems in classroom history assessments through the review of studies related to history assessments. Second, it produced methods to align between the content of assessments and objectives of curriculum in history by using a content matrix. Third, it showed examples of test items suited to each historical thinking skill. The results of this study indicated that history teachers do not have sufficient experience of systematic educational training courses related to classroom assessments. Most of history teachers proceed classroom assessments without any clear plans. However, teachers including history teachers do not aware of themselves who are not equipped sufficiently with assessment expertise. Experts in educational evaluation understand that teachers lack in sufficient knowledge and skills in classroom assessments and are not ready to proceed it. These experts see keenly the necessity of reform in teacher training programs and curriculum of teacher college in order to solve the problems in classroom assessments. As for solving these problems found, this study proposes ways of aligning among history content, historical thinking skills, and objectives in history curriculum. First, in order to align the content of assessments with objectives of curriculum, the content of assessments should include historical knowledge representing the content of curriculum in history. Second, the distribution of the content in test items should also be balanced across the objectives and thoroughly cover the span of knowledge in the curriculum. Third, each test item should be appropriate for each historical thinking level to assess dept historical understanding. The results of this study will be used for developing the content validity of classroom history assessments in educational programs for history teachers.
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