과정 중심 평가와 다면 평가를 통합한 학습자 성장 지원 토론 평가 모형 연구

Abstract

This study examines a transition in debate evaluation from traditional outcome-based assessments, which focus on determining winners and losers, to a process-oriented and multidimensional model that incorporates metacognitive reflection to foster learner growth and self-reflection. An analysis of issues in conventional debate evaluation has revealed that win-loss-centered assessments may undermine key educational objectives, such as critical thinking, collaborative communication, and civic competence, while promoting competition- and speed-driven tactics that hinder overall development. To address these issues, this study proposes design principles that enhance metacognitive reflection through process-oriented evaluation before, during, and after debates; multidimensional assessment through self-, peer, and teacher assessments; and rubric-based feedback to guide growth. Based on these principles, concrete evaluation methods are presented for the preparation, execution, and reflection stages of debates, offering practical guidance to implement growth-oriented debate assessments in educational contexts.