초등 역사학습 평가의 실태와 새로운 방향 모색 -학교 수준의 성취도 평가를 중심으로-

Abstract

This study reviews the current situation, problem and a direction of assessment for elementary history education with respect to the school level achievement test. The test score, content and format of a periodic history assessment directly affect the teachers' historic and instructional point of view, and indirectly urge students' attitude toward historical lesson as well. According to the analysis of elementary history education, the content of assessment is not based upon the curriculum, but the content of textbook. The assessment domains follows either the Bloom's texanomy of cognitive domain or the texanomy in terms of Social Studies curriculum such as knowledge, skill, value and attitude. The main reasons of elementary history assessment are as follows: Firstly, it analyzes the absence and fallacy of assessment of history education. Secondly, it investigates the distortion of assessment domain which the social studies curriculum includes history subject. The new directions of assessment of elementary history education grope two folds such as the logical presentation of theoretical alternative and the examination of alternative example. First of all, it presents the theoretical alternative logic with respect to several reasons. The first alternative to understands the theory of assessment based upon history education which has opposite angle of general assessment theory. And the second alternative is to set up the assessment domains which can measure appropriately the right purpose of elementary history education, and the domains consist of civilian disposition based upon positive humanistic democracy. The examination of alternative example confirms the educational implication of Korean elementary history education and analyzes the assessment items related to the NAEP for U.S. History. The improvement of assessment of elementary history education cannot be possible with only concern about assessment itself. Instead, it continuously requires the retrospective professionalism which is related to the purpose, content and methods. Ultimately the professionalism of history teachers can blossom when it reaches the step to assess the history education.