국어과 평가의 변화에 대한 국어 교사의 인식 분석 -2015 개정 교육과정을 중심으로

• 영문명: Analysis of Korean Language Assessment with 2015 Curriculum Revision
• 발행기관: 한국언어문학회
• 저자명: 양영환(Yang, Yeong - Hwan) 이정애(Lee, Jeong - Ae)
• 간행물 정보: 『한국언어문학』韓國言語文學 第105輯, 223~248쪽, 전체 26쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2018.06.30

영문 초록

This study is designed to see how the changes in the assessment system affect Korean language assessment. For this, 184 middle school or highschool Korean language teachers were surveyed about their perceptions of and efforts for descriptive assessment and essay evaluation and process-based assessment. The analysis result is like follows. First, Korean language teachers recognize academic achievement and enhanced creativity of students as the most important goal of Korean language assessment. Second, although Korean language teachers think they are able to achieve detailed information about students’ Korean language ability and affective domains, they have a relatively passive attitude toward giving the information obtained from the process to students or parents. They also think they should change their teaching styles according to the introduction and expansion of descriptive assessment , and they are trying to do it. Third, many Korean language teachers recognize the need for process-based assessment and they consider it as a kind of complement of the existing result-oriented assessment. Forth, many teachers are against abolishing or minimizing optional questions in assessment, which shows that the change in the assessment system should reflect the attributes of Korean language assessment that it has wide-ranging answers and it is hard to make objectivity of the correct answers. Because the various and sometimes contrasting perceptions about the change in Korean language assessment are actually reflected in teaching and learning situations and affect students, it is meaningful to examine how Korean language teachers perceive the change as the actual assessors in exploring the direction of assessment for the attributes of Korean language.

목차

1. 서론

2. 연구사

3. 연구 방법 및 절차

4. 분석 결과

4.1. 국어 교사의 평가에 대한 기본 인식

4.2. 서술형 평가 문항에 대한 국어 교사의 인식

4.3. 과정 중심 수행평가에 대한 국어 교사의 인식

4.4. 평가를 통한 교실 수업의 변화

5. 결론

키워드

Korean Language Assessment descriptive assessment essay evaluation process-based assessment teachers perceptions result-oriented assessment academic achievement