‘헤어 샴푸하기’ 미용교육 평가에서 루브릭이 학업성취도에 미치는 영향
The Effect of Rubric on Academic Achievement in 'Hair Shampooing' Beauty Education Assessment
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초록
To establish objective evaluation standards for practical training subjects, the present study developed a performance evaluation tool rubric for the 'Hair Shampooing' chapter of hair beauty subject in a specialized high school. This rubric was applied to an experimental group and a comparison group, each group comprising 20 second-year students. The academic achievements of the students were analyzed using SPSSWIN 26.0 program. The main results are summarized below. In regard to the suitability of the ‘Hair Shampooing’ rubric, the ‘Reliability of the evaluation tool’ and ‘Usability of results’ were relatively high, while the ‘Teacher’s degree of preparation’ was relatively low. Furthermore, significant differences were found in all evaluation items of the pre-and post-evaluation of the experimental group, and in the post-evaluation comparison of the comparison and experimental groups. While evaluating the students' understanding of the rubric evaluation tool, it was found that the evaluation results can provide feedback and can be used without correction, but separate knowledge is required. The above results show that evaluation of the ‘Hair Shampooing’ chapter by applying the rubric increased academic achievement. This study suggests that applying a rubric while evaluating the performance of a practical course allows the teachers to know in detail the level of achievement of each student and help the teachers provide accurate feedback to the students. In other words, the rubric contributes to improvement in the quality of learning outcomes.
Abstract
To establish objective evaluation standards for practical training subjects, the present study developed a performance evaluation tool rubric for the 'Hair Shampooing' chapter of hair beauty subject in a specialized high school. This rubric was applied to an experimental group and a comparison group, each group comprising 20 second-year students. The academic achievements of the students were analyzed using SPSSWIN 26.0 program. The main results are summarized below. In regard to the suitability of the ‘Hair Shampooing’ rubric, the ‘Reliability of the evaluation tool’ and ‘Usability of results’ were relatively high, while the ‘Teacher’s degree of preparation’ was relatively low. Furthermore, significant differences were found in all evaluation items of the pre-and post-evaluation of the experimental group, and in the post-evaluation comparison of the comparison and experimental groups. While evaluating the students' understanding of the rubric evaluation tool, it was found that the evaluation results can provide feedback and can be used without correction, but separate knowledge is required. The above results show that evaluation of the ‘Hair Shampooing’ chapter by applying the rubric increased academic achievement. This study suggests that applying a rubric while evaluating the performance of a practical course allows the teachers to know in detail the level of achievement of each student and help the teachers provide accurate feedback to the students. In other words, the rubric contributes to improvement in the quality of learning outcomes.
참고문헌 (16)
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