earticle

영어

This study aims to comprehend the effects of student-based Rubric for 'woodworking' unit on the students' academic achievement. To achieve this goal, the 'woodworking' unit was selected as the topic of lesson for applying the student-based Rubric, and the process to develop the concept and effects of Rubric and the student-based Rubric was planned.
In the experimental group, the student-based Rubric through a process of negotiation between teachers and students was applied and the made student-based Rubric was provided to the control group. In this study, applying to student-based Rubric and the control group was created to propose student-based Rubric. In this study, a post control group design model was applied for designing post-experimental control group design was applied to design models as experimental design.
The conclusion of the results of this study are as follows. First, the student-based Rubric which can be applied to the performance assessment of the 'woodworking' unit based on the development process of the student-based Rubric and the development elements of Rubric was developed. This Rubric analyzes the 'woodworking' unit and it was developed through the negotiation process with teachers and students.
Second, the score of academic achievement of experimental group that the student-based Rubric was applied by 'woodworking' unit was higher than the score of the control group. The student-based Rubric had positive effects on the students' academic achievement. Namely, the student-based Rubric was developed through the negotiation process between teachers and students, so the students' motivation and inducement can be obtained.

한국어

이 연구는 실과 i목제품 만들기/ 단원에서 학습자 중심의 루브릭을 적용하였을 때 학생들의 학업성취도에 미치는 효과를 구명하는데 목적을 두었다.
이 연구의 목적을 달성하기 위하여 학습자 중심 루브릭을 적용하기 위한 수업 주제로 ‘목제품 만들기’ 단원을 선정하고, 선행연구를 통하여 루브릭의 개념과 효과, 학습자 중심 루브릭을 개발하는 과정을 구안하였다. 학습자 중심 루브럭을 개발하는 절차에 따라 학습자 중심 루브릭을 개발하고 수행평가 과정에 따라 6학년 2개반을 실험집단과 통제집단으로 구분하여 학업성취도에 미치는 효과를 분석하였다.
이 연구를 통하여 얻어진 결과 및 결론은 첫째, 학습자 중심 루브릭의 개발 절차와 루브릭의 개발 요소들을 기초로 하여 교사와 학생 간 협상과정을 통하여 ‘목제품 만들기 단원’의 수행평가에 적절한 학습자 중심 루브릭이 개발되었다. 둘째, 학습자 중심 루브릭이 학업성취도에 긍정적인 효과를 미쳤다. 학습자 중심 루브릭은 학생들의 성취의욕과 동기를 부여했기 때문에 학업성취도에 긍정적인 영향을 미친 것으로 해석된다.