[논문]고등학교 수학 수업에서 과정 중심 평가 수업을 위한 피드백 중심 수업 자료 개발에 관한 연구

이동근; 한창훈

doi:10.7468/jksmee.2022.36.1.107

고등학교 수학 수업에서 과정 중심 평가 수업을 위한 피드백 중심 수업 자료 개발에 관한 연구
A Study on the Development of Feedback-Based Instructional Materials for Process-Focused Assessment Classes in High School Mathematics Classes 원문보기

Journal of the Korean Society of Mathematical Education. Series E: Communications of Mathematical Education, v.36 no.1, 2022년, pp.107 - 138

이동근 (잠일고등학교) , 한창훈 (잠일고등학교)

초록
AI-Helper

본 연구는 현장의 동일교 소속 교사들을 중심으로 교원학습공동체 프로그램을 이용하여 피드백에 주목하여 과정 중심 평가를 수업에 적용할 수 있는 수업 자료를 개발한 연구이다. 특히 실제 수업에 적용 가능한 수업 자료를 개발하는 것을 목적에 두고 진행한 연구이다. 이때 학교 현장 수업에서 과정 중심 평가를 적용할 때 어떻게 적절한 피드백을 제공할 것인지 고민하였다. 이동근, 안상진(2021)의 자료 개발 연구의 절차를 따라 진행하였으며, 자료 개발 자체의 절차는 교육과정 분석에 근거한 성취기준의 재구성과 이해도 확인 전략을 수립하여 평가계획을 수립하였다. 다음으로 평가과제와 채점 기준표 및 사전 피드백 준비표를 개발하였다. 또한 이들 개발 자료들에 근거하여 실제 수업 적용 시의 장면을 예상할 수 있는 학습 지도안을 결과물로 함께 개발하였다.

Abstract ▼ AI-Helper

This study is a study that developed class materials that can apply Process-Focused Assessment to classes by paying attention to feedback using teacher learning community programs centered on teachers belonging to the same school in the field. In particular, this study was conducted with the aim of developing class materials applicable to actual classes. At this time, We thought about how to provide appropriate feedback when applying course-based evaluation in school field classes. It was conducted according to the procedure of data development research by Lee & Ahn(2021). As for the procedure of data development itself, an evaluation plan was established by establishing a strategy to reconstruct achievement standards and confirm understanding based on curriculum analysis. Next, an evaluation task, a scoring standard table, and a preliminary feedback preparation table were developed. In addition, based on these development materials, a learning guidance plan that can predict scenes when applying actual classes was developed as a result. This study has value as a practical study that can contribute to providing a link between theory and field schools. It is also meaningful in that it considered how the teacher would grasp when to provide feedback in performing rocess-Focused Assessment. Likewise, in providing feedback by teachers, it is meaningful in that it reflects in the data development how to prepare in advance and take classes according to the characteristics of the subject. Finally, it seems that the possibility of field application can be improved in that the results of the 4th class developed in this study are presented in a form applicable to the class directly in the field.

주제어

표/그림 (12)

그림 [그림 Ⅱ-1] 과정 중심 평가 운영 단계별 흐름도
그림 [그림 Ⅱ-2] 자료 개발 절차
그림 [그림 Ⅱ-3] 연구 절차 도식
표 <표 Ⅱ-2> 현장 교사 검증을 위한 검증 도구
표 <표 Ⅲ-1> 개발자의 의견을 반영한 성취기준 재구성
표 <표 Ⅲ-2> 수업을 위한 성취기준과 성취수준
표 <표 Ⅲ-3> 수업 계획에 따른 학생의 이해도 확인 전략을 정리한 표
표 <표 Ⅲ-4> 차시별 및 과제별 평가계획 표
표 <표 Ⅲ-5> 평가과제, 채점 기준표, 사전 피드백 준비표에 대한 1차시 사례
그림 [그림 Ⅲ-1] 1차시 학습 지도안 중에서 '교사-학생의 상호 의사소통'의 형태로 피드백 장면을 포함한 부분
표 <표 Ⅲ-6> CVR 검증 결과(N=10)
그림 [그림 Ⅲ-2] 3차시 수업 분량 조정 의견에 따른 수정 반영 결과

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동의어: Packet Collision Rate

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