[논문]고등학교 수학 교사 인식에 나타난 과정 중심 평가와 수행 차이 및 어려움

오서영; 권나영

doi:10.7468/mathedu.2022.61.2.239

고등학교 수학 교사 인식에 나타난 과정 중심 평가와 수행 차이 및 어려움
Difficulties and differences in perception and performance on process-based assessment for high school mathematics teacher 원문보기

Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.61 no.2, 2022년, pp.239 - 256

오서영 (부평고등학교) , 권나영 (인하대학교)

초록
AI-Helper

이 연구는 고등학교 수학 교사의 과정 중심 평가에 대한 인식과 실제 수행, 어려움 및 문제점을 조사하기 위해 진행되었다. 연구를 위해 인천 지역 고등학교 수학 교사 6명을 대상으로 과정 중심 평가 경험에 따라 두 그룹으로 나눈 뒤 심층 그룹면담을 실시하였다. 연구 결과, 참여자의 과정 중심 평가에 대한 인식과 실제 수행에 대한 생각에 차이가 나타났고 평가 경험의 많고 적음에 따른 차이도 확인되었다. 그리고 교사들이 과정 중심 평가를 수행하는 데 있어서 느끼는 어려움을 네 가지 차원의 제약(물리적, 교사의 전문성, 학교 문화, 사회 문화 차원)으로 나누어 분석하고, 그 연구 결과를 바탕으로 시사점을 제안한다.

Abstract ▼ AI-Helper

This study was to investigate the perception, performance, and difficulties of process-based assessment for high school mathematics teachers. As a qualitative case study, two in-depth group interviews were conducted with 6 high school mathematics teachers working in Incheon area. The two groups were one with more experience in process-based assessment and the other with less experience. As results, there were differences between the participant teachers' perception of process-based assessment and their actual performance depending on the experience. All six math teachers thought that the process-based assessment was intended to confirm the learner's characteristics, to evaluate the process, and to provide feedback on a regular basis immediately and individually. However, in the practical performance shared by teachers, the purpose of assessment was to create a school record. A group with a lot of experience prepared assessment criteria according to the national curriculum achievement standards, established affective assessment plans, and tried to provide individual feedback on a regular basis. On the other hand, the inexperienced group recorded the affective characteristics discovered by chance and provided temporary and large-scale feedback regardless of the achievement criteria. Finally, we suggested some implications based on the study results.

주제어

표/그림 (5)

표 Table 1. Characteristics of Process-Based Assessment.
그림 Figure 1. In-depth group interview process.
표 Table 2. Date and characteristics of subjects of in-depth interview.
표 Table 3. Contents of in-depth interview .
표 Table 4. Differences between perceptions and practices.

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