[논문]발성 사고법을 이용한 예비 화학 교사의 지필평가 문항 제작 과정의 특징 분석

노태희; 김혜리; 한재영; 강훈식

doi:10.14697/jkase.2017.37.2.0225

발성 사고법을 이용한 예비 화학 교사의 지필평가 문항 제작 과정의 특징 분석
An Analysis of the Characteristics of the Processes of Pre-Service Chemistry Teachers in Making Written Test Items Using Think-Aloud Method 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.2, 2017년, pp.225 - 237

노태희 (서울대학교) , 김혜리 (서울대학교) , 한재영 (충북대학교) , 강훈식 (서울교육대학교)

초록
AI-Helper

이 연구에서는 예비 화학 교사가 개별적으로 지필평가 문항을 제작하는 과정의 특징을 분석하였다. 이를 위하여 8명의 예비 화학 교사가 기체 법칙에 대한 6개의 지필평가 문항을 제작하는 발성 사고 과정과 개별 심층 면담 전사본을 분석하였다. 분석 결과, 예비교사들은 지필평가 문항 제작 과정에서 문항 제작 계획 단계의 체계성 부족, 수업과 평가의 상호관련성에 대한 인식 및 고려 부족, 문항 유형 결정 기준의 다양성, 문항의 행동 영역과 난이도 판별 곤란, 교사용 지도서 활용의 제한성과 교사용 지도서에 대한 오해, 검토 관점과 내용의 제한성 및 검토시기에 따른 차이점 등의 6가지 특징을 보였다. 이는 예비교사의 지필평가 문항 제작 능력을 향상시키는 방안을 모색하는 데 의미있는 시사점을 제공할 수 있다.

Abstract ▼ AI-Helper

In this study, we investigated the characteristics of the individual processes of pre-service chemistry teachers in making written test items. For this, we analyzed the think-aloud processes of eight pre-service chemistry teachers while making six written test items about gas laws and their in-depth interview scripts. The characteristics of the processes were found to be divided into six categories; the lack of systemicity in planning stage for making written test items, the lack of awareness and consideration for the interrelationship between instruction and assessment, the diverse criteria in determining test item types, the difficulties in judging behavioral domains and difficulties of items in the table of specification, the limitation in using teacher's guides and misunderstanding of teacher's guides, and the limitation in point and/or content of review and differences depending on the time of review. These can provide some significant guidelines and implications in finding ways to improve pre-service chemistry teachers' ability to make written test items.

주제어

질의응답

핵심어	질문	논문에서 추출한 답변
	발성 사고법은 무엇이며, 어떤 장점이 있는가?	한편, 발성 사고법(think-aloud method)은 특정 과제를 해결하면서 머릿속에 떠오르는 생각들을 그대로 말로 표현하게 하는 방법으로서, 학생들의 과제 해결 과정과 이에 영향을 주는 변인, 과제 해결의 실패 원인 등에 대하여 의미 있는 정보를 제공할 수 있다는 장점이 있다(Ferguson et al., 2012; Schellings & Broekkamp, 2011).
	교사 전문성 제고를 위해서 어떤 과정을 거치는 것이 중요한가?	한편, 교사 전문성 제고를 위해서는 교육 현장에서 전문성 향상을 도모할 수 있는 능력을 갖춘 교사들이 개선을 향한 의지를 가지고 이를 위한 실천적 수행 과정을 지속적으로 거치는 것이 무엇보다 중요하다. 평생교육의 관점에서 볼 때 이러한 능력과 의지는 교사교육이 시작되는 예비교사 교육과정에서부터 교직 경력이 증가함에 따라 지속적으로 발달되므로, 예비교사 교육과정에서부터 수업 전문성 제고를 위한 기본적 토대를 체계적으로 제공할 필요가 있다(Cho, 2004).
	교사들의 평가 전문성이 만족할 만한 수준에 이르지 못하는 것에 대한 사례에는 무엇이 있는가?	그럼에도 불구하고 교사들의 평가 전문성은 만족할 만한 수준에 이르지 못하는 것으로 보고되고 있다. 예를 들어 많은 교사들이 평가 방법과 도구들을 적절하게 선택 및 개발하거나, 평가 결과를 타당하게 분석 및 해석하거나, 평가 결과에 기초하여 교수⋅학습 과정에서 학생들이 겪는 어려움을 진단하고 교수⋅학습 및 평가 전략을 개선하는 데 있어서 다양한 어려움을 겪는 것으로 보고되고 있다(Kang ang, 2015; Lee et al., 2004; Min, 2012). 또한 과학 교사들의 평가 목적에 대한 인식이 부족할 뿐만 아니라 평가 목적과 방법이 일치하지 않는 경우도 있었다(Noh et al., 2015).

참고문헌 (55)

Abell, S. K., & Siegel, M. A. (2011). Assessment literacy: What science teachers need to know and be able to do. In D. Corrigan, J. Dillon, & R. Gunstone (Eds.), The professional knowledge base of science teaching (pp. 205-221). London, UK: Springer.
Atjonen, P. (2014). Teachers' views of their assessment practice. The Curriculum Journal, 25(2), 238-259.

상세보기
Baek, S.-G. (2000). Principles of performance assessment [수행평가의 원리]. Seoul: Kyoyookbook Publication Co.
Bismack, A. S., Arias, A. M., Davis, E. A., & Palincsar, A. S. (2014). Connecting curriculum materials and teachers: Elementary science teachers' enactment of a reform-based curricular unit. Journal of Science Teacher Education, 25(4), 489-512.

상세보기
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8-21.

상세보기
Brookhart, S. M. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice, 30(1), 3？12.

상세보기
Cho, H., & Ko, Y. (2008). Re-conceptualization of secondary science teacher's pedagogical content knowledge (PCK) and its application. Journal of the Korean Association for Research in Science Education, 28(6), 618-632.
Cho, K.-W. (2004). A critical examination of secondary teacher education for secondary school teachers. Journal of Educational Studies, 35(1), 1-19.

상세보기
Choi, H. S., & Kim, J. B. (2013). A study on performance level of pre-service physics teachers in constructing questions for classroom assessment - Focused on analysis of multiple choice question about physics conceptest for formative assessment. Journal of Science Education, 37(3), 458-475.
Choi, J.-I., & Paik, S.-H. (2016). An analysis of content validity of behavioral domain of descriptive tests and factors that affect content validity: Focus on the fifth and sixth grade science. Journal of the Korean Association for Science Education, 36(1), 87-101.

원문보기 상세보기
Choi, J.-Y. (2006). An qualitative case study of pre-service teacher's planning for the practical arts instruction in the elementary school. The Journal of Elementary Education, 19(1), 477-499.
Davis, E. A., Palincsar, A. S., Arias, A. M., Bismack, A. S., Marulis, L., & Iwashyna, S. (2014). Designing educative curriculum materials: A theoretically and empirically driven process. Harvard Educational Review, 84(1), 24-52.

상세보기
Falk, A. (2012). Teachers learning from professional development in elementary science: Reciprocal relations between formative assessment and pedagogical content knowledge. Science Education, 96(2), 265-290.

상세보기
Ferguson, L. E., Braten, I., & Stromso, H. I. (2012). Epistemic cognition when students read multiple documents containing conflicting scientific evidence: A think-aloud study. Learning and Instruction, 22(2), 103-120.

상세보기
Grossman, P., & Thompson, C. (2004). Curriculum materials: Scaffolds for new teacher learning? (A Research Report No. R-04-1). Seattle, WA: Center for the Study of Teaching and Policy.
Han, K.-A., & Noh, S.-G. (2003). An analysis on the utilization of teacher's guides for science in elementary school. Journal of Korean Elementary Science Education, 22(1), 51-64.
Hashweh, M. Z. (2005). Teacher pedagogical constructions: A reconfiguration of pedagogical content knowledge. Teachers and Teaching, 11(3), 273-292.

상세보기
Jang, S.-M., & Kim, J.-Y. (2002). Analysis on the status of performance assessment in science based on the elementary teachers' concerns. Journal of Korean Elementary Science Education, 21(2), 227-240.
Jeong, E., & Choi, W. (2014). A survey on evaluation in science education at primary and secondary school in Korea. Journal of Science Education, 38(1), 168-181.

원문보기 상세보기
Jonassen, D. H. (1991), Evaluating constructivistic learning. Educational Technology, 31(9), 28-33.
Kang, H., & Kang, S. (2015). Analysis of elementary school teachers' self-diagnosis on their competency for assessment in science. Journal of Korean Elementary Science Education, 34(2), 153-163.

원문보기 상세보기
Kim, H. J., & Yoo, J. (2012). An analysis on rater error in holistic scoring for performance assessments of middle school students' science investigation activities. Journal of the Korean Association for Research in Science Education, 32(1), 160-181.

원문보기 상세보기
Kim, H.-J., Kwack, D.-O., & Sung, M.-W. (2000). An investigation on science teachers' evaluation practices in the secondary schools. Journal of the Korean Association for Science Education, 20(1), 101-111.
Kim, K., Park, E., Song, M., Sang, K., Kim, S., Kim, H., Shin, J., Seo, J., Lee, C., Kim, J., Kim, K. & Choi, S. (2012). A study on management of standards-based assessment in secondary schools [중등학교의 성취평가제 운영 방안 연구]. Seoul: Korea Institute for Curriculum and Evaluation (CRE 2012-8).
Kim, K.-M. & Kim, S.-W. (2002). A study on the weight of assessment domains in science education focused on the teacher's view points. Journal of the Korean Association for Science Education, 22(3), 540-549.
Kim, S. (2002). A study on the teacher's competence for classroom assessment. Journal of Educational Evaluation, 15(1), 51-171.
Kim, S.-W., & Hyun, M.-S. (2005). The study on the recognition of science teachers about the general matters of performance assessment and the appropriate performance assessment methods in middle school science curriculum. Journal of Research in Curriculum Instruction, 9(2),
Kim, Y., Park, J., Park, J., Lee, H., & Kim, Y. (2010). Science teachers' perceptions and needs for courses in science education subjects for science teacher preparation program in Korea. Journal of the Korean Association for Research in Science Education, 30(6), 785-798.
Ko, M.-S., Kim, E.-A., Heo, J.-M., & Y. I.-H. (2013). Elementary school teachers' beliefs of inquiry and practice of science performance assessment. Journal of the Korean Society of Earth Science Education, 6(2), 124-135.
Kwon, J.-S., Kim, B. K., Choi, B.-S., Kim, H.-N., Paik, S.-H., Yang, I.-H., Kwon, Y.-J., Cha, H., Woo, J.-O., & Jeong, J.-W. (2012). Theories in science education [과학교육론]. Seoul: Kyoyookbook Publication Co.
Lee, I., Lee, B., Kim, S., Park, J., Jin, J., Kim, O., & Seo, S. (2004). Analyzing realities of teacher's student assessment and educational needs for their professional development [교사의 학생 평가 실태 조사 및 전문성 신장에 대한 요구분석]. Seoul: Korea Institute for Curriculum and Evaluation (RRE 2004-5-1).
Lee, K. H., & Choi, M. Y. (2013). Critical examination of 2009 revised teacher's guide book by an aspect of pedagogical content knowledge. Journal of Learner-Centered Curriculum and Instruction, 13(6), 667-689.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, source, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome, & N. Lederman (Eds.), Examining pedagogical content knowledge. Dordrect, The Netherlands: Kluwer Academic Publishers.
Marzano, R. J. (2006). Classroom assessment and grading that work. Alexandria, VA: Association for Supervision and Curriculum Development.
McMillan, J. H. (2014). Classroom assessment: Principles and practice for effective standards-based instruction (6th Ed.). Boston, MA: Pearson.
McTighe, J., & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Min, H. J. (2012). Development of assessment expertise model through analyzing realities of science teacher's student assessment and teacher training. (Doctoral dissertation). Korea National University of Education, Cheongju.
Mulholland, J., & Wallace, J. (2005). Growing the tree of teacher knowledge: Ten years of learning to teach elementary science. Journal of Research in Science Teaching, 42(7), 767？790.

상세보기
Nam, M., Park, S., Song, M., Kim, K., Kim, S., Cho, I., Lim, W., Lee, K., Oh, S., Kang, M. & Kang, J. (2006). A study on improvement of teacher's competence in student assessment(III) [교사의 학생평가 전문성 신장 연구(III)]. Seoul: Korea Institute for Curriculum and Evaluation (RRE 2006-5).
Noh, T., Lee, J., Kang, S., & Kang, H. (2015). Secondary school science teachers' actual and preferred types of assessment. Journal of the Korean Association for Science Education, 35(4), 725-733.

원문보기 상세보기
Noh, T., Yoon, J., & Kang, S. (2009). The investigation of elementary school teachers' perceptions toward constructivist science assessment and their relationship with related variables. Journal of Korean Elementary Science Education, 28(3), 352-360.
Park, C. (2003). The relationship between item types and student's achievement. Korean Journal of Educational Research, 41(4), 71-86.
Park, D. (2012). Educational evaluation: Understanding and application. Seoul: Kyoyookkwahaksa.
Park, H. (2016). A survey on the conditions of middle school science evaluation. Teacher Education Research, 55(3), 389-398.

상세보기
Park, H. J., Jeong, D. H., & Choi, W. H. (2011). Science teachers' perceptions of science practices. Journal of the Korean Association for Science Education, 31(1), 61-77.
Park, K. (2008). A case study on instructional planning process of teachers. The Journal of Korean Teacher Education, 25(3), 379-405.
Park, S., & Oliver, J. S. (2008). Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284.

상세보기
Park, S., Kang, C., Kim, K., Lee, G., Lee, M., Shon, M., Lee, H. (2003). An Evaluative Study on the 7th Primary Curriculum(III) [제7차 초.중등학교 교육과정 평가연구(III)]. Seoul: Korea Institute for Curriculum and Evaluation (RRC 2003-2).
Sato, M., Coffey, J., & Moorthy, S. (2005). Two teachers making assessment for learning their own. Curriculum Journal, 16(2), 177-191.

상세보기
Schellings, G. L. M., & Broekkamp, H. (2011). Signaling task awareness in think-aloud protocols from students selecting relevant information from text. Metacognition and Learning, 6(1), 65-82.

상세보기
Shin, J., Ryu, S., & Yang, I. (2016). Teachers' needs and utilization of science performance assessment in the elementary schools. KNUE Journal of Research in Science Education, 22(2), 18-29.
Song, S.-C., Lee, C.-H., & Shim, K.-C. (2014). A study on science teachers' perception about science teacher training curriculum. Teacher Education Research, 53(1), 15-27.

상세보기
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
Wiggins, G., & McTighe, J. (2005). Understanding by design. (2nd ed.). Alexandria, Virginia: Association for Supervision and Curriculum Development.
Yang, I.-H., Na, J.-C., Lim, S.-M., Lim, J.-K., & Choi, H.-D. (2008). An analysis of elementary schools' science test items by Klopfer's taxonomy of educational objectives: Focusing on the first term of the 5th grade. Journal of Korean Elementary Science Education, 27(3), 221-232.

저자의 다른 논문 :

LOADING...

표제어: PCR

동의어: Packet Collision Rate

용어 설명 출처 목록 (6)

용어 설명: PCR은 세균 특이성이 있는 primer를 이용하여 적은 수의 세균이 있을지라도 쉽게 검출할 수 있는 유용한 방법이며, 이를 이용하여 구강 내 치면세균막이나 타액에서 직접 세균을 검출할 수 있게 되었다[8].

내보내기 구분	파일저장 인쇄 메일전송
구성항목	기본정보 상세정보 관리번호, 논문명, 저널/프로시딩명, 저자 , 발행년, 권, 호, 시작페이지, 끝페이지, 발행기관 관리번호, 논문명, 대등논문명, 저자 , 저널/프로시딩명, 발행기관, 발행년, 발행언어, 권, 호, 시작페이지, 끝페이지, ISBN, ISSN, 주제분야, 키워드, 초록(한글), 초록(영문), 저자(소속기관)
저장형식	Text(ASCII format) Excel format RefWorks Direct Export RIS format (for Reference Manager, ProCite, EndNote), Scholar's Aids, Mendeley
메일정보	받는사람 (필수) @ 보내는사람 (선택) @ 제목 내용 KISTI 검색결과 이메일 서비스
안내	총 건의 자료가 검색되었습니다. 다운받으실 자료의 인덱스를 입력하세요. (1-10,000) 검색결과의 순서대로 최대 10,000건 까지 다운로드가 가능합니다. 데이타가 많을 경우 속도가 느려질 수 있습니다.(최대 2~3분 소요) 다운로드 파일은 UTF-8 형태로 저장됩니다. 파일의 내용이 제대로 보이지 않을실 때는 웹브라우저 상단의 보기 -> 인코딩 -> 자동선택 여부를 확인하십시오. ~ Text(ASCII format) Excel format

연합인증