본 연구는 2007년 개정 교육과정에 따른 초등학교 도덕과 평가 방안을 구체적으로 모색하는 데 그 목적을 두었다. 이를 위해, 먼저 초등학교 도덕과 평가를 어렵게 하는 근본적인 요인이 무엇이며, 그것을 극복할 수 있는 방안이 무엇인지 살펴보았다. 그리고 2007년 개정 교육과정에 소개되어 있는 도덕과 평가의 여러 가지 방법 중 초등학교 현장에서 실지로 널리 활용될 수 있고 질적 평가의 방안이 될 만한 평가 방법 다섯 가지를 소개하고 각각의 구체적인 사례를 제시하였다. 도덕과의 특성을 고려한 내실 있는 평가가 이루어지기 위해서는 질적 평가가 무엇보다도 절실하게 요청된다. 기존의 양적 평가와는 달리, 질적 평가에서는 도덕 교과의 전문가로서의 교사의 주관적 안목이 '상호주관성'으로 정당화되며 ‘평가의 도구’로 활용된다. 질적 평가는 적어도 그것이 주관주의와 상대주의로 흐를 경향성만 배제한다면, 도덕과 평가에 큰 도움을 줄 수 있을 것이다.

A purpose of this study is to explore concretely for the plan of evaluation in elementary moral education as a school subject based on the 2007 national curriculum amendment. First of all, I investigated the basic cause to complicate elementary moral evaluation and discussed on the plan that can overcome it. Secondly, I presented five evaluation ways that I can applicate effectively on-site an elementary school among various ways of moral evaluation introduced on the 2007 national curriculum amendment. According to this result of research, elementary moral evaluation is requested acutely the way of 'qualitative assessment' to have kept a characteristic of subject in its mind. Qualitative assessment respects a viewpoint of a teacher as inter-subjectivity, and it is used as on a tool of evaluation. Qualitative assessment may gives at least large help to moral instruction and moral evaluation, if we exclude tendency to stream down to subjectivism and relativism.

A purpose of this study is to explore concretely for the plan of evaluation in elementary moral education as a school subject based on the 2007 national curriculum amendment. First of all, I investigated the basic cause to complicate elementary moral evaluation and discussed on the plan that can overcome it. Secondly, I presented five evaluation ways that I can applicate effectively on-site an elementary school among various ways of moral evaluation introduced on the 2007 national curriculum amendment. According to this result of research, elementary moral evaluation is requested acutely the way of 'qualitative assessment' to have kept a characteristic of subject in its mind. Qualitative assessment respects a viewpoint of a teacher as inter-subjectivity, and it is used as on a tool of evaluation. Qualitative assessment may gives at least large help to moral instruction and moral evaluation, if we exclude tendency to stream down to subjectivism and relativism.

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2007 national curriculum amendment, moral evaluation, quantitative assessment, qualitative assessment