earticle

영어

From the holistic standpoint, this study attempted to describe understandings about playing ability test(PAT) of three teachers in elementary school P. E. classes. Research questions were set up as 1) what kind of backgrounds of test times and methods do the three teachers have, and 2) what are the particular experiences emerged according to test times and methods of the three teachers respectively. Based on the outcome of the survey, 10 teachers who were ideal for the purpose of the study were selected for interviews. Among them, finally 3 teachers were selected as research participant. For data collection, video capturing, descriptive observation, in-depth interviews, and literature review were conducted. Later, the data were analyzed by case-record analysis, inductive classified analysis, and process analysis; and trustfulness of the data was confirmed through triangulation process of the researchers. The findings of the study are as follows. 1) Among the classes of teacher A, test under a real condition was conducted with a lack of appropriateness. Teacher B, who conducted a test under a controlled condition, measured the partial functions under controlled condition, and he did not understand PAT under the concept of performance test spirit, and used an appropriate test tools. Teacher C, who conducted a test on the memory after class, did not use a test tool, instead he used his personal standards. 2) In regards to the particular experiences according to test times and methods of the three teachers, teacher A could be described as 'too busy,' teacher B was 'no burden,' and teacher C was 'no breaks between classes.' 'Too busy' that teacher A experienced was caused by the lack of an appropriate observation tools when he has run the class and the test integrally. Teacher B's 'no burden' was a result that emerged from the errors of the test regarding the partial functions in the controlled condition, not the test under a real condition based on performance-evaluation spirit. Teacher C's 'no breaks between classes' was graded in the break time after observation of each group and drawing up a name list done during the class. It was because the researchers concerned that test during the class may be burden to students and decrease enjoyment of the P. E. class. This is a test method that can not provide a proper feedback under a real condition, and is a result that they did not utilize an appropriate observation tools.

한국어

이 연구의 목적은 초등체육 수업에서 세 교사의 실기평가에 대한 홀리스틱 관점에서의 이해를 기술하는 데 있다. 연구 문제는 세 교사 별 평가 시기와 방법은 어떤 배경을 지니고 있는가?’, 세 교사의 평가 시기, 방법에 따라 겪는 독특한 경험은 무엇인가? 등이다. 질적 자료 수집과 분석을 통해다음과 같은 자료를 얻을 수 있었다. 첫째, A교사가 실행한 수업 중 실제적 상황에서의 평가는 타당성이 낮은 평가를 실시하였다. 수업 중 인위적 상황에서 평가한 B교사는 부분기능을 인위적 상황에서 평가하였고 수행평가 정신에 따른 실기평가를 이해하지 못하고 부적절한 평가도구를 활용하였다. 수업 후 기억에 의한 평가를 실시한 C교사는 평가도구를 활용하지 않고 자신의 기준에 의해 점수화하는 방식을 택하였다. 둘째, 세 교사의 평가시기, 방법에 따른 독특한 경험에서 A교사는 너무 바쁨, B교사는 별 부담을 못 느낌, C교사는 쉬는 시간에 못 쉼 등으로 분류되었다. A교사가 경험한 ‘너무 바쁨’은 수업과 평가를 통합적으로 운영하면서 타당한 관찰평가도구를 사용하지 못한 데서 오는 경험이었다. B교사가 경험한 ‘별 부담을 못 느낌’은 수행평가 정신에 의한 실제적 상황에서의 평가가 아닌 인위적 상황에서 부분적 기능을 평가하는 오류에서 오는 결과였다. C교사가 경험한 ‘쉬는 시간에 못 쉼’은 평가의 의미와 가치에 대한 왜곡된 기준에 의한 결과였다.