[논문]과정 중심 평가를 위한 중학교 가정과 교수·학습과정안 개발: 생애설계 단원을 중심으로

고은미; 허영선; 채정현

doi:10.19031/jkheea.2021.3.33.1.101

과정 중심 평가를 위한 중학교 가정과 교수·학습과정안 개발: 생애설계 단원을 중심으로
Development of the Teaching-Learning Process Plan for Process-Based Assessment in Home Economics of Middle School: Focusing on the Life Design Unit 원문보기

韓國家政科敎育學會誌 = Journal of Korean Home Economics Education Association, v.33 no.1, 2021년, pp.101 - 127

고은미 (한국교원대학교 대학원) , 허영선 (광산중학교) , 채정현 (한국교원대학교 가정교육과)

초록
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본 연구의 목적은 중학교 가정과 생애설계 관련 단원을 중심으로 과정 중심 평가를 위한 교수·학습과정안을 설계·개발하고, 이를 적용하여 실행한 뒤 피드백 방안을 제안하고 참여관찰 및 면담을 통해 이 수업을 평가하는 데 있다. 학생 성찰일지, 교사의 수업일지, 참여관찰 일지, 면담, 수행과제물 등을 수집·분석하여 학생에 대한 피드백, 수업 개선을 위한 기초자료로 활용하고자 한다. 본 연구의 결과는 다음과 같다. 첫째, 추출된 학습주제를 기반으로 개발된 교수·학습과정안은 "내가 원하는 인생을 살기 위해 나는 무엇을 해야 있는가?"라는 실천적 문제 하에 4가지 학습주제를 2차시씩 총 8차시를 개발하였다. 5가지의 평가주제로 포트폴리오를 구성하며 구술·발표, 관찰평가, 자기평가, 동료평가의 방법을 적용하였다. 둘째, 수업 과정 중 교사의 피드백, 동료 학습자 간 피드백, 결과물을 통한 피드백 방안 및 이를 기록하는 방안을 제안하였다. 셋째, 관찰일지 및 면담 등 수집된 자료 분석을 통해 수업 이후 수업 참여학생은 과정 중심 평가의 필요성을 인식하였으며, 노력하는 과정을 평가받으니 수업 참여가 높아졌고, 피드백을 통해 배움이 확장되었으며, 자신의 미래에 한걸음 나아가는 학습 성장을 경험하였다고 평가하였다. 교사는 피드백을 통한 수업이 수업 단원과 역량 함양에 적합하였으나 피드백의 어려움을 단점으로 제시하였다. 과정 중심 평가를 위해 평가에 대한 인식의 변화를 통해 온·오프라인에서 피드백이 가능한 다양한 방안과 단원과 대상을 확대한 후속연구가 필요할 것이다.

Abstract ▼ AI-Helper

The purpose of this study is to design and develop a teaching-learning process plan for process-based assessment, focusing on the unit related to life design in middle school home economics(HE: Home Economics part of 「Technology and Home Economics」), to propose a feedback plan after implementing it, and to evaluate the plan through participatory observation and interviews. The student reflection journals, teacher's class journals, participatory observation journals, interviews, and performance tasks, were collected and analyzed to provide foundational date to be utilized for feedback to students, and class improvement. The research results are as follows: First, the developed teaching-learning process plan consists of a total of 8 sessions, i.e. 2 sessions for each of the four learning themes, under the practical question of "What should I do to live the life I want?" The portfolio was composed of five evaluation topics and for evaluation, oral presentation, observational evaluation, self-assessment, and peer evaluation were considered. Second, during the class, feedback from teachers, feedback from fellow students, feedback through results, and a plan to record them were provided. Third, from the analysis of collected data including observation journals and interviews, it was apparent that the students recognized the necessity of process-based assessment after the class, and students acknowledged that through the process-based evaluation in which they are evaluated on the efforts they made and provided with feedbacks, they participated more in class, and it lead them to experience a sense of growth and a feeling that they took a step forward into their future. Teachers suggested that the class through feedback was suitable for the unit and the capacity of the class, but the difficulty they experienced in giving feedback was presented as a disadvantage. For the process-based assessment, follow-up research is needed on various ways to provide feedback on-line and off-line through changes in the perception of assessment.

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참고문헌 (32)

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원문보기 상세보기
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과정 중심 평가를 위한 중학교 가정과 교수·학습과정안 개발: 생애설계 단원을 중심으로
Development of the Teaching-Learning Process Plan for Process-Based Assessment in Home Economics of Middle School: Focusing on the Life Design Unit 원문보기

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과정 중심 평가를 위한 중학교 가정과 교수·학습과정안 개발: 생애설계 단원을 중심으로 Development of the Teaching-Learning Process Plan for Process-Based Assessment in Home Economics of Middle School: Focusing on the Life Design Unit 원문보기

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과정 중심 평가를 위한 중학교 가정과 교수·학습과정안 개발: 생애설계 단원을 중심으로
Development of the Teaching-Learning Process Plan for Process-Based Assessment in Home Economics of Middle School: Focusing on the Life Design Unit 원문보기

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