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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.2, 2017년, pp.291 - 299
노태희 (서울대학교) , 이재원 (서울대학교) , 강석진 (전주교육대학교) , 한재영 (충북대학교) , 강훈식 (서울교육대학교)
In this study, we investigated the characteristics of the PCK components of pre-service chemistry teachers considered in the processes of developing performance assessment. Eight pre-service teachers participated in this study. After the workshop for performance assessment, they developed performanc...
핵심어 | 질문 | 논문에서 추출한 답변 |
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구성주의적 평가는 어떤 평가인가? | 객관적 인식론에 기초한 전통적 평가와 달리, 수행평가는 학습자의 능동적인 지식 구성을 강조하는 구성주의 학습관에 기초하고 있다. 구성주의적 평가는 지식의 구성 과정과 고등 사고 능력에 대한 평가, 다양한 관점과 양식으로 이루어지는 평가이므로(Park, 1998), 수행평가는 이상적인 구성주의적 평가를 구현하는 평가 체계이다. 수행평가에 대한 정책적 강조로 인하여 교육 현장에서 실시되는 수행평가가 양적으로는 늘어났지만, 질적인 측면에서는 축소된 지필평가나 단편적인 지식 습득 여부 평가에 머무르는 문제점이 지적되었다(Kim, 2007; Noh et al. | |
교과교육학 지식의 특징은 무엇인가? | 교과교육학 지식(pedagogical content knowledge; PCK)은 교사의 수행평가에 관련된 문제점을 진단하고 개선하기 위한 관점을 제공할 수 있다. 수행평가가 구성주의적으로 이루어지기 위해서는 개발 과정에서부터 다양한 PCK 요소가 종합적으로 활용되어야 한다(Falk, 2012; Min, 2012). | |
수행평가는 무엇을 중시하는가? | 수행평가는 학습의 결과보다 과정과 질을 측정하는 평가로서 학생들에게 실제적이고 유의미한 평가 과제를 제시한다(Park, 1998). 또한 성적 산출과 같은 전통적인 목적뿐 아니라 평가를 통한 개별적 피드백 제공과 학생들의 발달과정 추적을 중시한다(Baek, 2000; Torrance, 1995). 객관적 인식론에 기초한 전통적 평가와 달리, 수행평가는 학습자의 능동적인 지식 구성을 강조하는 구성주의 학습관에 기초하고 있다. |
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