언어영역에서의 브릿징 평가: 유아교실에서의 활동중심 평가의 적용 연구 (Bridging Assessment for Teaching and Learning Language Arts and Literacy: Applying an Activity-Based Assessment in Early-Childhood Classrooms)

서지정보

· 발행기관 : 한국아동학회
· 수록지 정보 : 아동학회지 / 38권 / 5호 / 95 ~ 113페이지
· 저자명 : 양정은, 이진희

초록

Objective: This study aimed to apply Bridging Assessment, an activity-based assessment, in early childhood classrooms in South Korea to examine its possibility as an alternative tool to assess young children’s developing language and early literacy language skills.
Methods: The participants included one daycare center teacher, two public kindergarten teachers, and 18 children (4–5 years old). Data from participatory observations; consultations after each evaluation activity; in-depth interviews, phone conversations, and e-mail correspondences with teachers; child assessment record sheets; teacher journals; and daily research logs were collected, transcribed, and analyzed using QSR NVivo 10.0.
Results: Bridging Assessment activities in language arts and literacy consisted of the following: (a) reading a child’s favorite book and one book of the teacher’s choice to evaluate the children’s abilities as early readers, (b) dictating a story to examine the children’s storytelling abilities, and (c) acting out a story composed by the children through the story dictation activity to assess their comprehension and expressions. Responses from the participating children and teachers indicate that these assessment activities could take place within the Nuri curriculum. The fact that the children showed improved dramatization skills in the dramatic plays implies a need to make more active use of story dramatization in early childhood classrooms.
Conclusion: Overall, the findings indicate the potential for activity-based assessments to evaluate and facilitate young children’s language and literacy skills via activity-based processes and indicative rubrics and call for more diverse and active development and utilization of such alternative assessments.

영어초록

Objective: This study aimed to apply Bridging Assessment, an activity-based assessment, in early childhood classrooms in South Korea to examine its possibility as an alternative tool to assess young children’s developing language and early literacy language skills.
Methods: The participants included one daycare center teacher, two public kindergarten teachers, and 18 children (4–5 years old). Data from participatory observations; consultations after each evaluation activity; in-depth interviews, phone conversations, and e-mail correspondences with teachers; child assessment record sheets; teacher journals; and daily research logs were collected, transcribed, and analyzed using QSR NVivo 10.0.
Results: Bridging Assessment activities in language arts and literacy consisted of the following: (a) reading a child’s favorite book and one book of the teacher’s choice to evaluate the children’s abilities as early readers, (b) dictating a story to examine the children’s storytelling abilities, and (c) acting out a story composed by the children through the story dictation activity to assess their comprehension and expressions. Responses from the participating children and teachers indicate that these assessment activities could take place within the Nuri curriculum. The fact that the children showed improved dramatization skills in the dramatic plays implies a need to make more active use of story dramatization in early childhood classrooms.
Conclusion: Overall, the findings indicate the potential for activity-based assessments to evaluate and facilitate young children’s language and literacy skills via activity-based processes and indicative rubrics and call for more diverse and active development and utilization of such alternative assessments.

참고자료

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