초등교사의 교육평가 경험에 대한 자문화기술지

Abstract

This article explores the education evaluation experience of a primary school teacher through the method of autoethnography. The researchers took up teaching jobs before the current system was introduced with an alternative assessment paradigm, such as growth-oriented assessment, goal-class-assessment alignment highlighted in elementary schools and experienced various changes related to the assessment. In this process, the meaning and perception of assessment who had experience in the student and teacher education institutions was composed and recomposed through the system and discourse, and influenced the practice of assessment in the classroom. And the classroom assessment practice provided a reflection point for the researcher as a teacher. The assessment experience under this article is as follows: First, when I entered the teaching profession, I realized the meaning of assessment that had been internalized in the educational institutions and felt the inconsistency. Next, when I experienced and accepted the system of regional education offices related to alternative assessment discourse and evaluation innovation, which I encountered just in time, Finally, the various meanings of the assessment were deepened as the alternative assessment was actively implement. The results of the analysis of the described assessment practice experience are as follows: First, while focusing on the social function of the assessment, the educational nature of the assessment was marginalizing. Second, in the scene of educational practice, assessment was not a description but a construction. In addition to the practice of traditional evaluations, in the practice of alternative assessments, evaluations served as a device to discipline students. It is necessary for all education subjects to maintain a reflective attitude to broaden their understanding of what is happening around the assessment.