고등학교 생명 과학Ⅰ 평가에 대한 교사의 인식과 운영 실태
The Teachers’ Recognition and the Implementation of Evaluation in Life ScienceⅠ at High School
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초록
The purpose of this study was to investigate how did high school life science teachers recognized the evaluation in Life ScienceⅠ and how did the evaluation in Life ScienceⅠ at high school implemented. In order to do this, the survey was administered to 38 life science teachers at general high schools, and 6 teachers among them were interviewed. The results were as follows. 25 teachers have included the performance evaluation in 30% of the evaluation, and 16 teachers have included the supply type items in 20～30% of the paper examination. And 36.8% of respondents have made test specification after developing the items. Half of life science teachers have known the science evaluation framework, and they have tended not to develop the items belonging to the inquiry area. They have recognized the necessity of supply type item, but suffered from the making and applying the scoring criteria. They have used scoring the experiment report and evaluating the attitude for performance evaluation, and it was hard for them to make the performance evaluation have high validity and reliability. Even though 53.8% of them didn’t take the training about evaluation during the last five years, they have recognized the necessity of it. This study suggested in-service teacher training about developing and scoring of supply type item, guide on the evaluation method of inquiry ability, improving the use of test specification, and providing the materials such as figure, photo, and graph.
Abstract
The purpose of this study was to investigate how did high school life science teachers recognized the evaluation in Life ScienceⅠ and how did the evaluation in Life ScienceⅠ at high school implemented. In order to do this, the survey was administered to 38 life science teachers at general high schools, and 6 teachers among them were interviewed. The results were as follows. 25 teachers have included the performance evaluation in 30% of the evaluation, and 16 teachers have included the supply type items in 20～30% of the paper examination. And 36.8% of respondents have made test specification after developing the items. Half of life science teachers have known the science evaluation framework, and they have tended not to develop the items belonging to the inquiry area. They have recognized the necessity of supply type item, but suffered from the making and applying the scoring criteria. They have used scoring the experiment report and evaluating the attitude for performance evaluation, and it was hard for them to make the performance evaluation have high validity and reliability. Even though 53.8% of them didn’t take the training about evaluation during the last five years, they have recognized the necessity of it. This study suggested in-service teacher training about developing and scoring of supply type item, guide on the evaluation method of inquiry ability, improving the use of test specification, and providing the materials such as figure, photo, and graph.
참고문헌 (19)
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