초등 사회과 교실 역사수업의 과정 중심 평가를 위한 전제 검토 (Review of the Premise for the Process-based Assessment of the History Class in the Social Studies Classroom in Elementary School)

서지정보

· 발행기관 : 역사교육학회
· 수록지 정보 : 역사교육논집 / 81호 / 237 ~ 272페이지
· 저자명 : 주웅영

초록

In learning, evaluation is the most important issue. This is clearly reflected in the status of assessment as one of the four areas in the curriculum and as an area that directly affects other areas. The 2015 revised curriculum stipulates that process-based assessment should be implemented in the classroom. However, this process-based assessment is emphasized only in the general introduction, and the content selection and organization are made in a form that cannot be implemented in the history subject, which is an itemized discussion. In order for process-based assessment to be carried out routinely in the classroom history class, it is possible only if the reorganization of the curriculum, i.e., unit design and lesson plan for each period, can be done autonomously based on the teacher's expertise. In other words, the process-based assessment cannot be made without the premise of the performance process in learning. In the history class, the inquiry process should at least include activities such as asking questions, collecting related data, evaluating the collected data, and drawing conclusions based on evidence, In these implementations, teachers need to collect data on students’ activities for feedback and scaffolding. The assessment made at this time is called process-based assessment, and it can be said that the process-based assessment can be made properly only when tools such as anecdotes, checklists, and rubrics are used for process-based assessment. Therefore, although process-based assessment is a key assessment method for nurturing students' core competencies or future competencies, it cannot function as a routine assessment for feedback or scaffolding without devices or premises that guarantee the professionalism and autonomy of teachers. For this reason, the importance of field improvement research as a basic work for bottom-up educational innovation cannot be overemphasized.

영어초록

In learning, evaluation is the most important issue. This is clearly reflected in the status of assessment as one of the four areas in the curriculum and as an area that directly affects other areas. The 2015 revised curriculum stipulates that process-based assessment should be implemented in the classroom. However, this process-based assessment is emphasized only in the general introduction, and the content selection and organization are made in a form that cannot be implemented in the history subject, which is an itemized discussion. In order for process-based assessment to be carried out routinely in the classroom history class, it is possible only if the reorganization of the curriculum, i.e., unit design and lesson plan for each period, can be done autonomously based on the teacher's expertise. In other words, the process-based assessment cannot be made without the premise of the performance process in learning. In the history class, the inquiry process should at least include activities such as asking questions, collecting related data, evaluating the collected data, and drawing conclusions based on evidence, In these implementations, teachers need to collect data on students’ activities for feedback and scaffolding. The assessment made at this time is called process-based assessment, and it can be said that the process-based assessment can be made properly only when tools such as anecdotes, checklists, and rubrics are used for process-based assessment. Therefore, although process-based assessment is a key assessment method for nurturing students' core competencies or future competencies, it cannot function as a routine assessment for feedback or scaffolding without devices or premises that guarantee the professionalism and autonomy of teachers. For this reason, the importance of field improvement research as a basic work for bottom-up educational innovation cannot be overemphasized.

참고자료

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