문학 영역의 교실 내 평가 정착을 위한 ‘실제적 평가’의 방향성
A Study on the Authentic Literary Assessment for the Activation the Classroom Assessment
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The task of this essay is to inquire the direction of the classroom literary Assessment. It is important to develop the classroom literary Assessment for the realization the idea of the literary education. The standardized evaluation has it's limit to evaluate the total literary ability which complex and dynamic factor, being connected the cognition and affection. The literary ability has multi dimension ; the cognitional, the emotional layer and the social layer. The Authentic Literary Assessment is developed and performanced in the class by teacher to understanding the characteristic of the learner's performance and growing ability. This essay suggest the four themes for the contents of Literary Assessment. First, the teacher should evaluate the characteristic of the learner's knowledge, performance and attitude in his class. For this, he/she evaluate the learner's literary ability, unifying the cognition, the emotion and the social context. Second, the teacher should evaluate the process of meaning construction in the class. Third, he should evaluate the developmental process. The method of classroom assessment is to observe, record, interview. As the alternative assessment, authentic literary assessment should be activated in the class.
Abstract
The task of this essay is to inquire the direction of the classroom literary Assessment. It is important to develop the classroom literary Assessment for the realization the idea of the literary education. The standardized evaluation has it's limit to evaluate the total literary ability which complex and dynamic factor, being connected the cognition and affection. The literary ability has multi dimension ; the cognitional, the emotional layer and the social layer. The Authentic Literary Assessment is developed and performanced in the class by teacher to understanding the characteristic of the learner's performance and growing ability. This essay suggest the four themes for the contents of Literary Assessment. First, the teacher should evaluate the characteristic of the learner's knowledge, performance and attitude in his class. For this, he/she evaluate the learner's literary ability, unifying the cognition, the emotion and the social context. Second, the teacher should evaluate the process of meaning construction in the class. Third, he should evaluate the developmental process. The method of classroom assessment is to observe, record, interview. As the alternative assessment, authentic literary assessment should be activated in the class.
참고문헌 (40)
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