초등학교 수학과 학생평가 실태 분석

Abstract

The purpose of this study is to diagnose the current states and the problems of student assessment of Elementary School Mathematics. For that purpose, this study conducted a survey and had the individual interviews. The survey items consisted of the six main parts: questions about the development of assessment tools, the method to assess, the grading, the special supplementary courses, the opening of learning effect, and the follow-up guidances. The results of this study are as the follow. First, elementary teachers depended heavily on internet sites for developing assessment problems. Second, elementary teachers made use of a performance assessment, a unit assessment, and a term examination at ordinary times. Third, unit assessment was largely referred for grading by elementary teachers. Fourth, in selecting the students for the special supplementary courses, both criterion-referenced assessment and norm-referenced assessment were considered. After finishing the special supplementary courses, additional tests were usually taken. Fifth, elementary teachers took a negative attitude in opening of learning effect. specially opening of test paper to parents of students was done under 30%. Sixth, follow-up guidances were the most through the classroom guidances. but consulting with parents of students was not frequently conducted by teachers.