고등학교 성취평가제 실행에 대한 과학과 교사들의 인식 조사
A Study on Science Teachers' Perceptions of the Implementation of the Standards-based Assessment in High School
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This study investigated the operation status and perceptions of the achievement standards-based assessment among high school science teachers, and discussed ways to support the achievement standards-based assessment in the introduction of the high school credit system. Teachers lacked understanding of key terms and showed low implementation levels in providing feedback through analysis of assessment results and developing assessment tools. In developing assessment tools that take into account achievement levels, there was a strong tendency to focus on the upper achievement levels, and consideration of the lower achievement levels was minimal. In developing assessment tools for the achievement standards-based assessment, teachers cited difficulties in aligning with rank based gradings, a focus on high-stakes discrimination, and difficulties in developing items to check achievement levels as the main problems. Teachers mainly used default cut-off scores by achievement level and school-calculated cut-off scores by achievement level, which made it difficult to estimate the expected correct answer rate for each item category and conceptualize the characteristics of the minimum competent students by achievement level. Due to the introduction of the high school credit system, teachers had the most difficulty determining achievement level E, and were concerned that grades would be inflated. Therefore, the development and dissemination of achievement level-specific assessment tools are needed, and practical monitoring measures should be put in place to identify and address specific difficulties in the field.
Abstract
This study investigated the operation status and perceptions of the achievement standards-based assessment among high school science teachers, and discussed ways to support the achievement standards-based assessment in the introduction of the high school credit system. Teachers lacked understanding of key terms and showed low implementation levels in providing feedback through analysis of assessment results and developing assessment tools. In developing assessment tools that take into account achievement levels, there was a strong tendency to focus on the upper achievement levels, and consideration of the lower achievement levels was minimal. In developing assessment tools for the achievement standards-based assessment, teachers cited difficulties in aligning with rank based gradings, a focus on high-stakes discrimination, and difficulties in developing items to check achievement levels as the main problems. Teachers mainly used default cut-off scores by achievement level and school-calculated cut-off scores by achievement level, which made it difficult to estimate the expected correct answer rate for each item category and conceptualize the characteristics of the minimum competent students by achievement level. Due to the introduction of the high school credit system, teachers had the most difficulty determining achievement level E, and were concerned that grades would be inflated. Therefore, the development and dissemination of achievement level-specific assessment tools are needed, and practical monitoring measures should be put in place to identify and address specific difficulties in the field.
참고문헌 (24)
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