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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.40 no.3, 2020년, pp.271 - 289
This study investigates the types of teacher feedback in the process-centered assessment for scientific argumentation. The process-centered assessment visualizes the process of developing scientific argumentation at a group level. Four teachers and 353 high school students participated in this study...
핵심어 | 질문 | 논문에서 추출한 답변 |
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과정중심평가는 기존의 평가의 개념을 어떻게 확대시켰나? | 기존의 평가가 학습 종료 후에 학습의 결과를 측정하 는 것에 초점을 둔 것과는 달리, 과정중심평가에서의 평가는 수업의 일부로서 수업 도중 이루어지는 것을 강조한다. 평가 자체가 교수-학 습 활동의 일환이라는 패러다임의 전환은 평가의 개념을 서열화를 위한 활동에서 학생의 성장을 위한 활동으로 확대시켰다. 즉, 그동안 주로 성적 산출을 위해 이루어지는 활동을 평가라고 본 것에 비해, 과정중심평가에서의 평가는 교사가 학생의 발달 정도를 파악하고 이 를 지원하기 위한 일련의 과정뿐 아니라, 학생이 자신의 수준을 파악 하고 부족한 부분을 보충하기 위해 자기 점검을 하는 활동도 포함한 다(Choi, 2018; Kim, 2018; Lee et al. | |
과정중심평가와 달리 기존의 평가는 어디에 초점을 두었나? | 그 결과, 2015 개정 교육 과정에서는 학습의 진행 과정에서 학생의 변화와 발달 정도를 평가하 도록 명시하였는데, 이것이 바로 수업과 평가의 연계를 강조하는 과정중심평가이다(MOE, 2015a, 2015b; MOE & DMCOE, 2016; MOE & KICE, 2017). 기존의 평가가 학습 종료 후에 학습의 결과를 측정하 는 것에 초점을 둔 것과는 달리, 과정중심평가에서의 평가는 수업의 일부로서 수업 도중 이루어지는 것을 강조한다. 평가 자체가 교수-학 습 활동의 일환이라는 패러다임의 전환은 평가의 개념을 서열화를 위한 활동에서 학생의 성장을 위한 활동으로 확대시켰다. | |
과정중심평가에서의 평가는 무엇을 강조하는가? | 그 결과, 2015 개정 교육 과정에서는 학습의 진행 과정에서 학생의 변화와 발달 정도를 평가하 도록 명시하였는데, 이것이 바로 수업과 평가의 연계를 강조하는 과정중심평가이다(MOE, 2015a, 2015b; MOE & DMCOE, 2016; MOE & KICE, 2017). 기존의 평가가 학습 종료 후에 학습의 결과를 측정하 는 것에 초점을 둔 것과는 달리, 과정중심평가에서의 평가는 수업의 일부로서 수업 도중 이루어지는 것을 강조한다. 평가 자체가 교수-학 습 활동의 일환이라는 패러다임의 전환은 평가의 개념을 서열화를 위한 활동에서 학생의 성장을 위한 활동으로 확대시켰다. |
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