초등학교 국어과 과정중심평가의 의미와 방법

Abstract

The purpose of this study is to find out specifically the meaning of the process-based assessmentbeing discussed with the implementation of the 2015 revised curriculum and to explore ways torealize it. With the introduction of competency-based curriculum, the perspective on evaluation has alsochanged. As a result, the term highlighted is "process-based evaluation. " However, there are as manyinterpretations as the frequency of the terms used, adding to the confusion in classroom classes thatimplement the curriculum. Therefore, we explored how to interpret and practice course-basedevaluation in elementary school Korean language education, and analyzed the theory of assessmentof Korean language department and curriculum of Korean language department, the instruction ofthe Ministry of Education, guidelines for preparing school records, and guidelines for implementingacademic performance management by municipal and provincial education offices. As a result, the process-oriented assessment was largely interpreted as 'assessment of the course,evaluation of the performance process, evaluation of the thinking process and evaluation of thechange process'. This is distinguished by considering the timing of the assessment, the methodologyof the assessment, the object of the assessment and the aspects of the assessment record. Theevaluation of the course of a class is done together in the course of teaching and learning, and theevaluation of the course of performance is to focus on the course of performance rather than theresults of the performance evaluation. And the assessment of the thought process is that the learner'sthought process should be evaluated, and the assessment of the change process is that the focus ison the learner's change process and growth in the class that changes from starting point behavior toreaching point behavior. In addition, they presented ways to specifically implement each assessment, such as how to givefeedback in class, how to evaluate the learner's performance, how to look into the learner's thinkingprocess, and how to look at the learner's changing process in one class or semester. Although it did not provide specific strategies that can be used in the course of Korean languageteaching and learning, it is meaningful that it provided an opportunity to clearly define the meaningof the Korean language and course-based evaluation of elementary schools.