중학교 특수학급 교사의 교육 평가 실태와 태도 및 인식 조사 연구

Abstract

This study is to examine the current situation about the academic achievement tests of exceptional students in middle school and special education teachers' perception according to teachers' background(their class career and the number of exceptional students they teach). 167 special education teachers in middle schools through Yeungnam area participated in this survey. The data was analyzed by computing frequency and percentage or mean and standard deviation. Crosstabulation Analysis and verification were used in order to verify the difference according to teachers' background. The result of this study are summarized as follows: First, some of special education teachers don't evaluate exceptional students' academic achievement, because they don't know the proper method to evaluate. Exceptional students are mainly taught and evaluated Korean, math, transitional and communicational area. The most used evaluation method is observation. Secondly, most of special education teachers think that the evaluation is very effective activity but they don't do that positively. Thirdly, Special education teachers think that the mainly needed evaluation area are Korean, math, sociability, communicational and transitional ability. Teachers recognize that the most two difficult things in evaluation are that there's not an official evaluation system and various evaluation methods. In order to solve these problems, it's essential to develop the various evaluation methods and the proper evaluation system. In conclusion, this study suggests as follows: 1. There should be the proper evaluation system and various evaluation methods for exceptional students in middle school. 2. There should be the official evaluation report forms for anyone to be able to recognize students' academic progress easily.