학생평가 역량 및 형성적 피드백 실행역량에 대한 초등 예비교사의 교육요구도 탐색
Investigation of Educational Demands on the Student Assessment Competency and Formative Feedback Practice Competency of Elementary Pre-service Teachers
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초록
이 연구에서는 학생평가 역량 및 형성적 피드백 실행역량에 대해 초등 예비교사가 인식하고 있는 중요도와 실행도를진단하고, 교육요구도의 수준과 양상을 파악하고자 하였다. 이를 위하여 강원도 소재 교육대학교에 재학 중인 82명의 초등 예비교사를 대상으로 역량에 대한 중요도와 실행도 인식 및 차이를 파악하고 Borich 지수와 IPA 매트릭스를 분석하였다. 연구 결과 초등 예비교사는 학생평가 역량의 ‘평가계획 및 도구개발’ 범주에 대해 높은 교육요구도를 보였으며 구체적으로 성취기준에 부합하는 평가계획 수립, 학습목표에 부합하는 평가방법 선정 항목이 집중강화 영역에 해당하였다. 또한 학생평가 역량의 ‘결과 환류’ 및 ‘평가 시행’ 범주에서는 평가 결과의 교수 학습 방법 환류, 과목별 세부능력 및 특기사항 기록 등 교사 교육 상황보다는 실제 현장 상황에서 경험 가능한 항목이 집중강화 영역에 해당하였다. 형성적 피드백 실행역량 관련 항목에 대한 교육요구도는 높지 않았으며, 상대적으로 낮은 중요도 인식을 보이는 항목이 많았다. 연구 결과를 토대로 교사교육에의 시사점을 논의하였다.
Abstract
The purpose of this study was to diagnose the perceived importance and performance levels of student assessment competency and to identify formative feedback practice competency of elementary pre-service teachers. With 82 elementary pre-service teachers enrolled at an education college in Gangwon Province, the study analyzed their perceptions and differences in importance and practice of these competencies. Additionally, Borich index and an IPA matrix were analyzed. The results showed that elementary pre-service teachers demonstrated the high educational demand in the category of ‘assessment plan and tool development’ in the competency of student assessment. Particularly, items such as developing assessment plans aligned with the achievement standards, and selecting assessment methods aligned with the learning objectives were classified as the area of Concentrate here. In the categories of ‘feedback and usage for assessment results’ and ‘conducting assessment’, items such as feedback of assessment results to teaching and learning methods and recording detailed subject-specific abilities and special skills were classified to the area of Concentrate here, These items were more likely to be experienced in real-world classroom settings, rather than in teacher education contexts. Regarding formative feedback practice competency, no item showed high educational demands, and many items were perceived as relatively less important. Based on the research findings, implications for teacher education were discussed.
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