본고는 ‘평가 철학’, ‘평가 생태계’, ‘유의미한 평가’를 주요 문제의식으로 삼아 문학교육 평가론의 현상을 진단하고 과제를 점검하였다. 먼저 평가 철학과 관련하여 문학 능력을 구조화하고 분석할 수 있는지, 문학 능력이 어떤 특성을 보이며 발달하는지, 문학 능력이 어떤 형태로 발현되는지에 관한 문제를 평가와 연관 지어 검토하였다. 그리고 평가 생태계와 관련하여 평가의 프레임이 평가 생태계에서 어떤 의미를 지니는지, 정의 영역의 평가가 평가 생태계에 어떤 자극을 주는지, 문학교육 평가의 고유성과 전문성을 어떻게 하면 확보할 수 있는지에 대해서 논의하였다. 마지막으로 유의미한 평가와 관련하여 국어 교과의 평가 영역과 틀이 문학교육 평가와 어떤 관련을 맺는지, 교육과정·교과서의 내용과 작품이 평가에 어떻게 투사되는지, 대안적 평가들이 그 의의에도 불구하고 어떤 한계를 지니는지, 문학교육 평가에서 정답 혹은 모범 답안이 어떠한 기능을 하는지를 분석하였다. 문학교육 평가론의 발전을 위해서는 평가의 본질에 대한 성찰을 바탕으로 하여 평가 생태계라는 거시적 관점에서 평가 이론을 개발·실행하고, 장(場) 분할을 통해 목적 중심으로 평가를 설계하고 시행함으로써 평가의 유용성을 높이도록 해야 한다는 것이 본고의 결론이다.

This paper discusses about outcomes and tasks of the theory of assessment in literary education, based on the ‘evaluation philosophy’, ‘ecosystem of evaluation’, and ‘utility of assessment'. More specifically, the evaluation philosophy is reviewed in terms of capacity of literature; rather or not it is structure-able and analyzable, how it develops, and in what direction it is expressed. Also, the ecosystem of evaluation is studied on the meaning of the assessment framework in it, stimuli by emotional assessment to it, and methods to obtain sufficient uniqueness and professionality for the literary education assessments. Finally, the utility of assessment is analyzed how evaluation areas and frameworks of Korean subject relate with assessment in literary education, how curriculum and textbooks are projected on evaluations, what are some limits of alternative assessments, and what functions do right answers have in the literary education assessment. The conclusion is, to develop the theory of assessment in literary education it is necessary to develop evaluation theory in a macro eco-systemic perspective, based on careful examinations on the nature of the assessments. Further, purpose driven assessments must be designed through dividing fields for more practical assessments.

This paper discusses about outcomes and tasks of the theory of assessment in literary education, based on the ‘evaluation philosophy’, ‘ecosystem of evaluation’, and ‘utility of assessment'. More specifically, the evaluation philosophy is reviewed in terms of capacity of literature; rather or not it is structure-able and analyzable, how it develops, and in what direction it is expressed. Also, the ecosystem of evaluation is studied on the meaning of the assessment framework in it, stimuli by emotional assessment to it, and methods to obtain sufficient uniqueness and professionality for the literary education assessments. Finally, the utility of assessment is analyzed how evaluation areas and frameworks of Korean subject relate with assessment in literary education, how curriculum and textbooks are projected on evaluations, what are some limits of alternative assessments, and what functions do right answers have in the literary education assessment. The conclusion is, to develop the theory of assessment in literary education it is necessary to develop evaluation theory in a macro eco-systemic perspective, based on careful examinations on the nature of the assessments. Further, purpose driven assessments must be designed through dividing fields for more practical assessments.

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assessment in literary education, evaluation philosophy, capacity on literature, ecosystem of evaluation, assessment framework, utility of assessment, alternative assessment