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국어 수업에서 고등학생의 형성평가 인식 유형 및 영향 요인 탐색

Exploring high school students' formative assessment perception types and influencing factors in Korean language classes

박민애|이빛나
한국교육과정평가원 (Korea Institute for Curriculum and Evaluation)|2023.11|교육과정평가연구 (The Journal of Curriculum and Evaluation)|제26권 제4호|pp. 93-111

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키워드

고등학생High school students국어 수업PISA 2018다층 잠재프로파일 분석Korean language classmulti-level latent profile analysis형성평가 인식 유형Formative assessment perception type
주제분류교육학

초록

본 연구의 주요 목적은 국어 수업에서 고등학생의 형성평가 인식 양상과 이에 영향을 미치는 학생 및 학교 요인을 살펴보는 것이다. 이를 위해 PISA 2018에 참여한 우리나라 고등학생 1학년 5,698명(154개교)의 데이터를 활용하여 3-step 방식에 기반한 다층 잠재프로파일 분석을 실시하였다. 형성평가 인식을 구성하는 요인으로는 PISA 2018의 학생 설문지에 포함된 피드백 3문항, 수업조정 3문항을 활용하였다. 분석 결과는 첫째, 형성평가 인식 양상은 저인식 집단(45.9%), 중인식 집단(36.3%), 고인식 집단(17.8%)으로 구분되어 피드백과 수업조정 간의 차별적인 특성은 두드러지지 않았다. 그러나 집단 간 비교했을 때 수업조정보다는 피드백 인식의 평균 차이가 더 큰 편이었다. 둘째, 3개 집단을 구분하는 학생수준의 예측 요인은 읽기 자아개념, 성취목표, 실패에 대한 두려움이었다. 읽기 자아개념과 성취목표가 높을수록, 실패에 대한 두려움이 낮을수록 보다 높은 인식 집단에 속할 확률이 높았다. 셋째, 학교수준에서는 해당 학교의 교사가 교수학습에 대한 흥미가 높을수록 보다 높은 인식 집단에 속할 확률이 높았다. 또한 학생들 간 협동 분위기의 학교일수록 저인식 집단보다는 중인식 또는 고인식 집단에 속할 확률이 높았다. 마지막으로 형성평가 인식을 높이기 위한 교육적 시사점을 제시하고 추후 연구를 제안하였다.

Abstract

The main purpose of this study is to examine the perceptions of high school students' formative assessment types and their influencing factors in Korean language classes. To this end, we conducted a 3-step multi-level latent profile analysis using the data of 5,698 Korean high school students who participated in PISA 2018. The elements of formative assessment were defined as feedback and instructional adjustments. The results are as follows. First, the pattern of perception of formative assessment was divided into a low-perception group (45.9%), a middle-perception group (36.3%), and a high-perception group (17.8%). Second, the predictive factors at the student level that distinguished the three groups were reading self-concept, achievement goals, and fear of failure. The higher the reading self-concept and achievement goal, the lower the fear of failure, the higher the probability of belonging to the high-perception group. Third, at the school level, the higher the interest of teachers in teaching and learning at the school, the higher the probability of belonging to the high-perception group. Additionally, schools with a cooperative atmosphere among students were more likely to belong to the middle- or high-perception group than the low-perception group. Finally, educational implications for raising perception of formative assessment were presented and further research was proposed.

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