earticle

영어

This study has examined the present status of performance assessments in view of the accountability, focusing on the elementary school social studies. This study is based on thinking that performance assessment in social studies is a tool of improving the instruction. For this study, meaning of accountability, changes of accountability contents, and the relation between the accountability and the assessment was examined. In results, performance assessments in Korea play a role in realizing the professional accountability. For filling this roles of accountability, firstly, performance assessment has to be a frequent occurrence. Secondly, it must be enforced in diverse circumstances and methods. This two principles are directly associated with the 'instruction improvement'. On this two principles, performance assessments was analyzed. The consequences were as follows. First, frequency applying performance assessments to the instruction was decreased. It was not suitable to the first principle. Second, by the second principle, methods designing performance tasks in performance assessments were positive, and methods building performance criteria were both positive and questionable. Third, there must be some efforts to make designing performance tasks done in groups, scoring based on generalized criteria, and scoring with more complete descriptions of terms for the development of performance assessment in korean social studies.