웹기반 형성적 동료평가 시스템 개발을 위한 설계기반 연구
Design-Based Research on the Development of Web-Based Formative Peer Assesment System
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참고문헌
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초록
형성적 동료평가는 과제에 대한 평정에 그 목적을 두기 보다는, 동료평가를 학습자 중심의 학습 방법으로 인식하고 평가의 경험을 통하여 학습자 자신의 학습을 개선시킬 것을 그 목적으로 하고 있다. 본 연구는 설계기반 연구를 통하여 이러한 형성적 목적을 강조하는 웹기반 동료평가 시스템 개발을 하는 것을 그 주요 목적으로 한다. 이를 위하여 본 연구는 형성적 동료평가 모형의 개발, 모형을 바탕으로 한 1차 설계원리의 도출과 시스템 개발, 1차 현장 적용, 1차 현장 적용 결과를 토대로 한 2차 설계 원리의 도출과 시스템 개발, 2차 현장 적용, 전문가 검토를 통한 추가 의견 수렴 등을 순차적으로 실시하여 웹기반 형성적 동료평가 시스템을 개발하였다. 최종 개발된 형성적 동료평가 시스템은 학습방법으로서의 동료평가 과정이 텝 형식의 절차적 메뉴로 설계되어 학습자의 학습과정에 대한 이해를 도모하였으며, 형성적 목적을 강조하는 동료평가 초기의 학습 계획과 마지막 부분의 학습 성찰 공간을 마련하고 있다. 또한 기존의 동료평가의 한계점인 일방향적인 상호작용을 지양하는 쌍방향적이고 직접적인 상호작용이 가능하도록 설계하였으며, 교수자가 각자 자신의 수업 상황에 맞는 동료평가를 설계하여 운영할 수 있도록 고안되었다. 연구의 마지막에서는 학습 시스템 개발을 위한 설계기반 연구를 위한 제언을 정리하고 있다.
Abstract
The purpose of this study was to design and develop web-based formative peer assessment system. For the purpose, this study employed design-based research method. First of all, researcher developed formative peer assessment model to establish the theoretical framework for the system. Then, she developed the first-round design principles based on the model. The first system with the first-round design principles was developed and implemented in an actual classroom. After the first field study, researcher found a few drawbacks of the system such as unnecessary learning step, no supports for reducing cognitive load, and lack of direct interaction between assessor and assessee. Based on the results, researcher derived a few design & development principles for the second formative peer assessment system. The design & development principles were the followings: deleting unnecessary learning steps to avoid time-consuming work, providing instructor's customized guidance to reduce learners' cognitive overload, and providing back-feedback opportunity to make actual interaction with peers. The second system was implemented in the classroom again. In addition to the two times field study, expert reviews were used to correct different perspectives toward the system. Finally developed web-based formative peer assessment system is unique in that it allows instructors to design their own peer assessment activities, and it has intuitive menu tabs showing formative learning processes.
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