교사의 학생평가 역량 연구

Abstract

The importance of student assessment in the classroom has been increasing due to recent trends and polices on student assessment, and so has the importance of teachers’ competencies in student assessment. In this study, a self-report scale was developed to measure teachers’ competencies in student assessment. The scale is composed of 18 items including the latest student assessment polices: process-oriented assessment and standard-based achievement assessment system. The survey using the scale was conducted online and a total of 1,307 teachers participated. Among the responses, the responses of 300 teachers’ were used to validate the scale using exploratory factor analysis and confirmatory factor analysis, and those of 1007 teachers’ were used for descriptive statistics to investigate the current state of teachers’ competencies in student assessment. Based on the factor analysis, the scale consists of four factors: administering student assessment (α = 0.919), developing assessment (α = 0.913), ethics and legal process (α = 0.938), and feedback and usage for assessment results (α = 0.876). With the developed scale, teachers’ competencies in student assessment were analyzed according to the school levels, the years of educational experience, and gender. The results showed that elementary school teachers’ competencies were highest in all factors followed by middle school teachers’ and then high school teachers’. Also, there were no meaningful gender differences between the school levels in all four factors. According to the years of educational experience, the longer the teachers have served, the higher they think their competencies are. Regarding the recent student assessment policies, the mean of the items related to the process-oriented evaluation was higher than those related to the standard-achievement evaluation.