형성평가 정책의 교육행정기관 수준별 지원 전략
Educational Administration System and Supporting Strategies of Formative Assessment Policies in Korea
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초록
이 연구에서는 교사들이 형성평가를 교실수업에서 적극적으로 활용함으로써 수업전문성을 제고하도록 지원하는 형성평가 정책의 교육행정체제를 구조화하는 데 연구목적을 두었다. 형성평가의 기본 성격에 입각하여 국가, 지역, 그리고 학교라는 3가지 수준별과 장학, 연수, 연구개발이라는 3가지 분야별로 형성평가 정책의 교육행정체제와 수준별 지원전략을 제시하였다. 첫째, 국가수준에서 형성평가 장학과 연수 정책수립은 교육과학기술부에서, 학교행정가 연수는 교육과학기술연수원에서, 그리고 형성평가 기초연구와 문항개발 연구는 한국교육과정평가원에서 각각 담당할 것을 제시하였다. 둘째, 지역수준에서 형성평가 관련 장학은 시․도교육청에서, 교사연수는 시․도 교육연수원에서, 현장연구와 문제은행 운영은 시․도 교육과학연구원에서 각각 담당할 것을 제안하였다. 마지막으로 학교수준에서 학교장을 중심으로 형성평가 관련 자율장학, 자체연수, 그리고 현장연구와 문제은행 활용에 중점을 둘 것을 권장하였다.
Abstract
The purpose of this study was to establish the educational administration system of formative assessment policies to enhance teachers' teaching competence. The fundamentals and characteristics of formative assessment policies were reviewed and was based on the educational administration system that are categorized into 3 levels(national, regional, and school), 3 fields(supervision, teacher training, and educational research), and 3 policy processes(plan, implementation, and evaluation). At the national level, the result was suggested that the Ministry of Education, Science, and Technology have a key role in formative assessment policy-making on supervision and training, while the National Training Institute of Education, Science, and Technology take charge of school leaders' training and Korea Institute of Curriculum and Evaluation responsible for the basic and item development research. Secondly, the result was suggested that in the regional level, the Local Office of Education take a vital role in formative assessment policy implementation where Local Education Training Institute take charge of teachers' training while the Local Education Research Institute in charge of action research and item bank management. At the school level, the principal and vice-principal take a key role in school supervision, training, action research, and item bank.
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