초등학교 학생평가의 실태와 맞춤형 자율평가 활용에 관한 교사의 인식

Abstract

This study explores the problems perceived by teachers in student evaluation in elementary education. It identifies areas of improvement and suggests ways in which the national customized self-assessment of academic achievements (hereinafter referred to as customized self-assessment) can be used to address the problems highlighted by teachers. We conducted a focus group interview involving teachers who worked at an elementary school in Seoul, which was selected as a pilot school for the students’ customized self-assessment. Results revealed that the teachers perceived various problems with student evaluation, including difficulties experienced by students in making objective judgments due to parental complaints and challenges in applying process-orientedassessments. Second, the teachers used the customized self-assessments as a resource to present the objective achievement levels during consultations with students and parents and to better understand how students in their class performed at the national level. If the customized self-assessment is stabilized and improved in the future, it can be used as an objective resource for counseling and for presenting achievement levels based on objective standards. Results also suggested that this self-assessment could be used to develop future teaching and study materials. Further, future improvements should include a stable and user-friendly system of self-assessment, easy accessibility, an item bank with various difficulty levels, and a variety of teaching and study materials related to each achievement level.