대학생 프레젠테이션 교육 평가 방법에 대한 고찰­분석적 평가 방법을 중심으로

Abstract

The purpose of this study is to examine the analytic evaluation method that is being often applied to evaluate undergraduate presentations in order to find out problems existing on the evaluation criteria list and difficulties in using analytic evaluation to rate undergraduate presentations. The analytic evaluation method is being applied presently to figure out the level of undergraduate presentations and the parts needing educational feedback. However, it is needed to see if analytic evaluation is being properly applied to evaluate their presentations in the actual courses. The criteria list for analytic evaluation exhibited limitations as the educational contents and items were considered to be neither systematic nor balanced. The items related with contents or organization to deliver meaning, the nuclear part in communication, were few, and nonverbal elements or elements to be included in each part were not included. Also, attitudinal elements such as confidence, preparedness, and diligence were not reflected, either. In the process of doing analytic evaluation, it was hard to evaluate the items not included in the list, and it was also problematic because the general contents or subject might be overlooked as the evaluator had to focus too much on each individual evaluation item. It could lack objectivity to select a rating scale, and it took a lot of time to go through the evaluation process. To solve these, this author asks you to use analytic evaluation properly to different educational situations or environments. Moreover, this researcher suggests you to provide feedback based on students’ strengths and provide one-point commenting by choosing their major problems instead of struggling to correct their every fault.