기술과 수행평가에서 학습자 중심 루브릭이 채점 결과의 신뢰도에 미치는 영향
The Influence of Student-Generated Rubrics on Reliability of Grade Result in Technology Education Assessment
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이 연구의 목적은 기술과 수행평가에서 학습자 중심 루브릭이 채점 결과의 신뢰도에 미치는 영향을 분석하는 것이다. 이 연구의 목적을 달성하기 위해 학습자 중심 루브릭을 이용한 집단과 그렇지 않은 집단간에 평가 주체간의 평가 결과의 일치도를 분석하고, 학습자 중심 루브릭을 이용한 집단과 그렇지 않은 집단간에 학생들의 평가 결과의 신뢰도에 대한 인식 차이를 분석하였다. 이 연구에서는 루브릭과 루브릭의 효과에 대한 문헌연구와 함께 실험연구, 조사연구가 수행되었다. 실험연구의 경우 서울 지역에 있는 중학교 2학년 6개 학급을 2개의 실험집단과 한 개의 통제집단으로 나누어 수행하였다. 실험설계는 준실험설계의 일종인 이질통제집단설계 모형을 이용하였다. 실험집단1은 교사와 학생간에 협상을 통해 개발된 학습자 중심 루브릭을 이용하여 평가되었고, 실험집단2에는 실험집단1에 의해 개발된 루브릭이 제시되었다. 반면에 통제집단에는 어떠한 루브릭도 제시되지 않았다. 이 실험연구는 7차시 동안 수행되었는데, 1차시에는 학습자 중심 루브릭의 개발 과정이 포함되었고 4차시 동안에는 로봇팔 만들기를 수행하였다. 이 연구의 결과는 다음과 같다. 첫째, 교사 평가, 자기평가, 동료평가의 결과에 대한 실험집단1의 상관관계가 실험집단2와 통제집단의 상관관계보다 더 높다는 것을 알 수 있었다. 둘째, 교사와 학생간 협상의 과정 없이 루브릭을 제시해 주는 것은 수행평가에서 평가 결과의 신뢰도에 효과적이지 못하다. 따라서 학습자 중심 루브릭은 평가 결과의 신뢰도를 회복하는 하나의 방안이 될 수 있을 것이다.
Abstract
The purpose of this study was to analysis influence of student-generated rubrics on reliability of grade result in technology education assessment. To achieve the purpose of this study, the result of teacher-evaluation, self-evaluation and peer-evaluation was analysed between groups used student-generated rubrics and didn't used it., and cognition for effectiveness of student-generated rubrics such as decrease of subjectivity for evaluation result etc. was analysed among two groups. The study was carried out through literature review on rubrics, rubrics' effetiveness, experimental research, survey method. 6 classess of 2nd grade of middle school in Seoul were divided into two experimental groups and control group in order to reach the goal of this study. The nonequivarent control group design model of quasi-experimental design was utilized for this experimental study. Performance of the experimental group 1 was evaluated using student-generated rubrics developed through negotiation between teacher and students. The experimental group 2 was lopisidedly presented the rubrics developed by experimental group 1 by their teacher to be evaluated. Performance of the control group was evaluated without any rubrics. This experiment was executed for 7 classes, the first class included the development of student-generated rubrics. Making the arm of a robot, including designing a new thing and sketching, was executed for 4 classes. The findings of the study were as follows: First, the correlation analysis results of experimental group 1 were more than those of experimental group 2 and control group for the result of teacher-evaluation, self-evaluation and peer-evaluation. Second, to show only a rubrics without process of negotiation between teacher and students is no more effective, so student-generated rubrics will be a plan to recover reliability for result of teacher evaluation in performance assessment.
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