2015 개정 초등학교 5~6학년 음악 교과서의 평가 문항 분석

Abstract

This study classifies assessment items of musical work in music textbooks for 5th-6th gradeelementary school students in accordance with the 2015 revised curriculum by domain and subject,and analyzes the method of composition of assessment items according to assessment subjects. Theanalysis covers the six 5th-6th grades music textbooks which include assessment items for everymusical work among 8 music textbooks published in accordance with the 2015 revised curriculum. Assessment items of musical work are classified into three domain – cognitive, affective andpsychomotor and assessment subjects are classified as follow : teacher assessment, self-assessment,peer-assessment. The research results obtained through this study are as follow. When categorized byassessment domains, the assessment items in the psychomotor domain were the most frequent. Follwing in quantity were cognitive and affective domains’ items. C, D, and E textbooks made evenuse of items from each domain. When categorized by assessment subjects, five of the six textbooksused self-assessment the most, while D and E textbooks were the ones that used the teacherassessment, self-assessment, and peer-assessment evenly. The method of composition of assessmentitems differs for each assessment subject. Teacher assessment was constructed using the methods ofperformance task, oral questioning, paper-and-pencil assessment, and report, and self-assessmentused the method of rating scale and self-report questionnaire. For peer-assessment, rating scale, oralquestioning, and performance task were used. In the case of self-assessment and peer-assessment,the rating scale method was mainly used. There are two methods to construct the items using ratingscale : A holistic rubric and an analytic rubric.