법교육 평가 연구의 동향과 과제

Abstract

Educational activities consist of the following steps: Establishment of educational goals → Selection and organization of learning experiences → Execution of teaching & learning → Educational Evaluation. The evaluation of the learner can grasp the academic achievement of the learner. It can also diagnose problems in educational materials, programs, and curricula. Educational evaluation is one of the most important educational activities. However, according to related studies, there is a lack of evaluation research in the field of law-related education. Therefore, this study aims to analyze the trend of the evaluation study in the law-related education field. And, based on trend analysis, this study also aims to explore what are future challenges. Trend analysis was performed in two aspects. The former is an analysis of the research that dealt with evaluation as a direct subject. The results are as follows: First, the proportion of evaluation studies in law-related education is very low. Second, most studies suggest examples of alternative assessment methods such as performance assessment. Third, according to the item analysis study, the evaluation items of the law-related education are mainly buried in the knowledge-based evaluation. The latter analyzed the study of legal consciousness as a goal of law-related education evaluation. Kwak (2011) argues that the notion of the legal consciousness has changed; Legal culture → Legal compliance spirit → Legal attitude. Based on this analysis, the following implications were obtained. First, the study of the legal attitude is increasingly elaborated on concepts and methodologies. Second, the studies of legal consciousness are quite active. Third, however, elaboration of the concept of judicial consciousness should be continued. Based on the above trend analysis, we have summarized the tasks of the law-related education evaluation studies. First, we need to move away from knowledge-based evaluation items. Second, rigorous research on multiple choice items is required. Third, balance should be made in each area of law-related education in evaluation. Fourth, the outline of the law-related education evaluation research should be expanded. In addition, considering the recent educational issues, research on criterion-referenced evaluation and consructed-response test should be done.