교사와 학생의 시각에서 바라 본 체육과 정의적 영역의 평가 실태 비교 분석

Abstract

In the national physical education curriculum, it has been focused on the consistence among physical education objectives, contents, teaching-learning, and evaluation in terms of cognitive, affective, and psychomotor domain. However, physical education evaluation has been effectively implemented on the basis of objectives and contents. In particular, the problems of physical education evaluation in affective domain have been more seriously reported than those in cognitive and psychomotor domain. To date, a few studies on physical education evaluation in affective domain have suggested the limitations of affective assessment, but the suggested limitations came from the perspectives of only physical educators. Thus, to have whole perspective on physical education evaluation in affective domain, this paper is to comparatively analyze the evaluation realities in affective domain through the eyes of physical education and students in the secondary levels. For this, snowball sampling was used to sample the focus group consisting of 390 physical educators with more interests and efforts in educating affective domain. And 818 students were randomly sampled among those students educated under the focus group. Findings reported that there were differences between teachers and students in terms of viewing the realities of physical education evaluation. Moreover, it is reported that lack of evaluation criteria was the most difficult barrier to implement affective assessment in physical education.