earticle

영어

The purpose of this study was to investigate Technology Teachers' Understanding and Actual Utilization of Performance Assessment in Middle School in Korea. The teachers' performance assessment which was implemented based on the 7th educational program had a lot of problems. Many schools did not have sufficient number of evaluation materials and only have repeated applying the same methods of assessment from the 6th educational program. The fact that assessment time was short, target students were too many, the assessment was carried out without solid understanding, teachers' knowledge on the assessment method was lacked exemplifies elements of the problem. The research question in this paper was to examine teachers' level of understanding on the performance assessment and the figure of its application depending on different manual training class teachers in junior high school. Among the 3,051 junior high schools in the nation, I chose 94 schools based on proportional stratified sampling as the test schools and sent out surveys to the manual training class teachers. Adopting the SPSS WIN program, I analyzed the 112 surveys that were returned from the 65 schools. In order to find out how well teachers understood about the performance assessment, I set the level of significance at 5% and I have done χ2 verification depending on the differences of teachers. In order to examine how the assessment was applied, I have done χ2 verification according to the number of tests implemented and the level of its reflection. I also have used cross analysis to figure out the evaluation units and the types of performance assessment. The research outcomes are as follows. First, the teachers understood about the definition of performance assessment 92%, character of it 83.9%, need for it 71.4%, and differences between the performance assessment from other evaluations 90.2%. Second, in regard to the forms, the teachers had understandings on 'self-evaluation checklist' 87.5%, 'characters of self-evaluation checklist' 75%, 'portfolio' 81.3%, 'characters of portfolio' 74.1%, 'evaluation of finished product' 86.6%, 'characters of the finished product' 71.4%, 'counseling' 67%, 'characters of counseling' 68.8%, 'observation' 73.2%, and 'characters of observation' 61.6%. Third, compared to 69.8%, 21~30% of teachers had performance assessment at least twice a year. Compared to 66.7%, 21~30% of teachers had performance assessment at least four times a year. Regarding to units for performance assessment and the types of the assessment, 65% of the 7th grade teachers used the unit of 'Reading and Drawing the Floor Plans' and 52.3% of the 7th grade teachers had an assessment based on the experiments. 55.5% of the 8th grade teachers used the unit of 'Product Design and Making' and 50.7% of the 8th grade teachers had an assessment based on the experiments. 55.6% of the 9th grade teachers used the unit of 'Making Electronic Products' and 32.5% of the 9th grade teachers had an assessment based on the examination finished examination and 25% of the 9th grade teachers had an assessment based on the experiments.

한국어

이 연구의 목적은 학교 현장에서 기술 담당교사들의 수행평가 이해도와 단원별 수행평가의 유형에 따른 활용실태를 알아보는 것이다. 연구의 대상은 모집단인 전국의 중학교 3,051개교 중 비례 유층 표집에 의해 94개교를 표본학교로 결정한 후 표본학교의 기술 담당교사에게 질문지를 발송하여 65개교에서 112부를 회수하여 SPSS WIN 12.0 프로그램을 이용하여 통계 분석하였다. 수행평가의 이해도를 알아보기 위하여 교사의 특성에 따라 χ2(카이자승)검증을 하였다. 수행평가의 활용실태를 알아보기 위해 실시횟수와 반영비율에 따라 χ2(카이자승)검증을 하였으며, 평가 단원 및 수행평가 유형에 대하여는 교차분석을 실시하였다. 이 연구를 통해 얻은 결과는 다음과 같다. 첫째, 수행평가의 정의에 대해 92.0%, 수행평가의 특징에 대해 83.9%, 수행평가의 필요성에 대해 71.4%, 수행평가가 다른 평가와의 차이점에 대해 90.2%의 교사가 이해하고 있었다. 둘째, 수행평가의 유형에서 ‘자기평가표의 의미’는 87.5%, ‘자기평가표의 특징’은 75.0%, ‘포트폴리오의 의미’는 81.3%, ‘포트폴리오의 특징’은 74.1%, ‘완제품 평가의 의미’는 86.6%, ‘완제품 평가의 특징’은 71.4%, ‘면담의 의미’는 67.0%, ‘면담의 특징’은 68.8%, ‘관찰의 의미’는 73.2%, ‘관찰의 특징’ 은 61.6%의 교사가 이해하고 있었다. 셋째, 수행평가의 반영비율은 2회 이하가 76.7%, 21~30%를 반영하는 비율이 68.8%의 비율로 나타났으며, 학년별 수행평가의 단원과 유형을 보면 1학년의 경우 ‘도면읽기와 그리기’ 단원이 45.4%, 유형으로는 ‘실험․실습’이 52.3%로 나타났다. 2학년의 경우 ‘제품의 구상과 만들기’ 단원이 64.3%, 유형으로는 ‘실험․실습’이 50.7%로 나타났다. 3학년의 경우 ‘전자제품 만들기’ 단원이 50.0%, 유형은 ‘완제품 평가’가 32.5%, ‘실험․실습’이 25%로 나타났다.