교사별 학생평가 도입을 위한 학교단위 학생평가 실태 및 교사별 학생평가 인식 조사 연구

Abstract

Recent student assessment policies emphasize process-oriented student assessment. This emphasis raises attention to classroom assessment which a teacher evaluates learning outcomes of students to whom the teacher teaches, called as ‘teacher-specific assessment’. In order to introduce ‘teacher-specific assessment’ in schools, we need to evaluate the applicability of ‘teacher-specific assessment’ at school. For this research, we conducted a survey on the concept of ‘teacher-specific assessment’ to investigate the actual situation of the assessment. We surveyed around 1,295 teachers from elementary schools, middle schools, and high schools. According to the results of the investigation of actual situation, test schedule, items or tasks developments, subjects, and grading for elementary schools are close to those of ‘teacher-specific assessment.’ And test schedule and items or tasks developments of middle and high schools are close to those of ‘teacher-specific assessment.’ According to the result of teacher’s perception for ‘teacher-specific assessment’, most of the teachers are positive for introducing ‘teacher-specific assessment.’ Also teachers agree to the intension of ‘teacher-specific assessment’ and recognize the advantage of it. However, they also concern objectiveness and fairness of ‘teacher-specific assessment, administrative structure of school, the burden of university entrance examination, and complaints of parents and students related to student assesment. In order to introduce ‘teacher-specific assessment.’ in schools, these concerns about ‘student assessment by a teacher.’ need to be addressed, such as teacher councils and large assessment items can be used to improve objectiveness and fairness of ‘teacher-specific assessment.’