국가정책연구포털(NKIS)- 내용보기

연구보고서

성취수준 점검을 위한 평가도구 개발 및 활용 방안 (RRE 2023-4) Research on Measures to Develop and Utilize Assessment Tools for Students’ Achievement Level Check

원문 다운로드 원문보기

보고서명성취수준 점검을 위한 평가도구 개발 및 활용 방안 (RRE 2023-4) 보고서명(영문)Research on Measures to Develop and Utilize Assessment Tools for Students’ Achievement Level Check

책임자 김수진
소속기관한국교육과정평가원
내부연구참여자
외부연구참여자
발행기관 한국교육과정평가원
ISBN979-11-6846-279-3 93370
출판년도2023
페이지388
보고서유형 기본연구보고서
연구유형 정책
표준분류 교육 > 초중고교육
자료유형연구보고서
공공누리유형 4유형 (출처표시+상업적이용금지+변경금지)
주제어성취수준 점검, 평가도구

본 연구의 목적은 고등학교 성취평가제의 내실화 방안을 구체적으로 마련하고 현장 실행력 제고와 안착을 위한 정책 방안과 전략을 수립하는 데 있다. 이를 위해 성취평가제 관련 정책 및 운영 실태 분석을 통해 평가도구 개발 방향을 도출하고 절차를 체계화 하였다. 이후 체계화된 절차에 따라 평가 계획 수립, 학기단위 성취수준 진술, 평가도구 개발, 결과 산출, 보고･기록, 피드백 등의 방안과 방안별 전략을 마련하고 교과 예시 자료를 개발하였다.
◈ 성취평가제 관련 정책 및 운영 실태 분석을 통한 평가도구 개발 방향 탐색
성취평가제 관련 정책과 선행연구를 분석하고 국내외 성취수준 점검을 위한 평가 사례를 살펴보며 성취평가 운영 실태 및 요구를 분석하여 시사점을 도출하였고, 이를 바탕으로 평가도구 개발 방향을 탐색하여 성취평가 절차를 체계화하였다. 최근 성취평가제 관련 연구는 주로 고교학점제에 따른 성취평가제의 쟁점을 살펴보고 분할점수 산출 방식에 대한 새로운 방안을 도출하는 것에 관련되었다. 우리나라는 제7차 교육과정부터 성취기준과 평가기준 및 예시 평가도구를 개발하여 보급하였고, 뉴질랜드, 영국, 미국의 경우 학생의 성취수준을 점검할 수 있도록 성취기준별로 성취수준 진술문과 평가 관련 자료들을 제공하고 있었다. 한편 성취평가 운영 실태 조사의 결과, 교사들은 평가도구 개발 시 성취수준 점검보다는 석차 9등급의 최상위 등급 변별에 더 중점을 두고 있었으며, 이러한 부분이 성취수준 점검을 위한 평가도구 개발하는 데 가장 큰 어려움을 주는 요인으로 분석되었다. 본 연구는 이러한 선행연구와 국내외 사례 분석, 실태 및 요구조사 결과에 근거하여 평가도구 개발 전 단계, 개발 단계, 개발 후 활용 단계로 구분하여 구체적인 성취 평가 방법과 전략을 마련하고 이러한 방안과 전략을 토대로 교과별 예시를 개발하여 현장에 적용, 수정, 보완하여 성취평가 방안의 타당성과 실효성을 제고하고자 하였다.
◈ 성취수준 점검을 위한 평가 계획 수립 및 학기단위 성취수준 기술 방안
평가 계획 수립은 첫째, 성취평가의 의미와 성취평가제의 주요 용어와 개념, 평가 관련 규정과 지침에 대한 충분한 이해, 둘째, 성취기준 분석과 평가 목표 설정 후 평가요소 도출, 셋째, 국가 교육과정의 성취기준별, 영역별 성취수준 분석 후 학기단위 성취수준 기술, 넷째, 수업 및 평가 목표와 내용에 따른 평가 방법과 세부 유형 및 반영 비율 결정, 다섯 째, 수립한 평가 계획 검토 후 학기 초 공지를 내용으로 그 방안과 전략이 제시되었다.
<이하 원문참조>

This research aims to establish specific measures for the improvement of high school achievement standards-based assessment system and to suggest educational policies and strategies for enhancing school implementation and settlement. To this end, the direction of assessment tool development was derived and the procedures were systematized through an analysis of the policies and implementation status of the achievement standards-based assessment system. Measures and methods were devised with subject exemplification materials for each step of the systematized procedure including assessment plan, performance level description by semester, assessment tool development, result, reporting and recording, and providing feedback. In order for these measures and methods to be effectively implemented at schools, the necessary policy measures and concrete implementation strategies were suggested.
Implications for the direction of assessment tool development were derived by analyzing policies, implementation status, domestic and international cases of achievement standards-based assessment, and demands of the assessment system drawn from the survey. Based on this, the procedures of the achievement standards-based assessment were systematized. The analysis showed that recent studies on achievement standards-based assessment examined issues over assessment system based on high school credit systems and proposed new methods for setting cut scores. It was since the 7th national curriculum that achievement standards, assessment criteria, and exemplary tools have been developed and distributed at the national level.
The analysis of the overseas cases revealed that in New Zealand, England, and the United States the national or state governments provide performance level description and assessment exemplary materials by achievement standards at the national or state-level curriculum to support achievement standards-based assessment at schools. The analysis of the current state and needs of achievement standards-based assessment showed that teachers put focus more on discriminating the highest grade of the 9th grade rather than checking student achievement level. This was accounted for one of the challenges teachers have faced in developing assessment tools. Based on the findings the direction of assessment tool development and the systematized procedure were presented as follows. The procedure was divided into pre-development, development and post-development stages, For each stage methods and specific strategies were proposed to develop assessment tools that can evaluate all achievement levels including minimum achievement levels, utilizing newly developed cut score setting methods, reporting, recording student achievements, and providing feedback with subject exemplary materials to enhance field plausibility and effectiveness of achievement standards-based assessment system.
The current study proposed methods and strategies for five steps of assessment planning: first, a sufficient understanding of the meaning of achievement standards-based assessment, key terms and concepts, and assessment-related regulations and guidelines; second, deriving assessment elements after analyzing achievement standards and setting assessment goals;
third, describing performance levels by semester after analyzing performance levels by area under the national curriculum; fourth, making decisions on assessment methods, detailed types, score ratios etc.; and fifth, presenting the established assessment plan in a notice at the beginning of a semester.
Five principles were presented for performance level description by semester: first, ensuring the linkage between the subject curriculum and achievement standards; second, drawing on characteristics of achievement standards and content structure of the subject curriculum; third, presenting clear and specific information on performance characteristics by achievement level; fourth, developing performance level statements that can be used as a basis for teaching and learning, and standards for assessment activities; and fifth, describing it in easy-to-understand and clear languages.
Three approaches to performance level description by semester were proposed: approaches to integrating performance levels description by area, to rearranging performance level descriptions by area between achievement levels, and to reconstructuring performance level description by area.
In order to develop assessment tools that can properly check students’achievement levels, it was suggested that all achievement levels should be checked evenly, and various methods should be used to develop paper-based and performance assessment tools in accordance with the assessment plan set at the beginning of a semester. It was also proposed that developing performance assessment tools and grading rubrics should construct scales and assign grades according to consistent rules. With focus on the end to check achievement levels, specific plans and strategies were drawn for the procedure including assessment tool development planning, determining difficulty levels of questions and tasks, linking performance level and question difficulty, developing paper-based assessment and performance assessment tools, setting scoring rubrics, and reviewing assessment tools.
Regarding the step of gaining results, reporting and recording, and providing feedback, methods and strategies were suggested with subject-specific examples. First, based on the critical analysis of the currently used cut scoring method, specific processes and examples of setting cut scores by achievement level were proposed for paper-based and performance assessments. Second, detailed methods were proposed to produce and analyze assessment results with subject-specific examples. Third, a method for reporting achievement assessment results that can identify students' achievement characteristics in detail was presented with focus on areas to be improved for report card, utilizing the advantages of criterion-referenced assessment. Fourth, three strategies for recording detailed abilities and specialties by subject were provided with application cases for each subject.
Fifth, feedback measures suitable for individual student’s performance characteristics at all the levels from minimum to excellent achievement levels were suggested including feedback measures and examples for improving teaching and learning.
This study suggested policy measures and implementation strategies to improve the implementation of achievement standards-based assessment and settle down at schools. First, to improve teachers’ achievement standards-based assessment capabilities, it was suggested that the curriculum should be improved to support teachers' development of achievement standards-based assessment expertise; achievement standards-based assessment related materials should be developed and distributed; and a field-based training system should be planned and put into practiced. Second, in order to improve the quality of achievement standards-based assessment as a high school academic performance evaluation, trust should be secured in the operation of achievement standard-based assessment by establishing a legal and institutional foundation, and enhancing its operation feasibility by conducting field-based research. Third, to improve the anchorage of achievement standards-based assessment in high school settings, the study recommended that the operational basis for achievement standards-based assessment should be completed, and diversify its relevant information through information engineering support and enhance its availability and usability.

콘텐츠 큐레이션 : 동일주제 가장 많이 이용된 자료 추천

현재 페이지에서 제공되는 연구보고서에 대하여 평가해 주세요

별점5점만점에 5점 별점5점만점에 4점 별점5점만점에 3점 별점5점만점에 2점 별점5점만점에 1점

의견(0)

연구성과에 따른 의견과 무관한 글, 선정적인 글 및 비방글 등의 게시물은 관리자에 의해 언제든 삭제 조치 될 수 있으며, 주민등록번호 형식 및 연속된 숫자 13자리는 입력할 수 없습니다.

입력 가능 Byte : 4000 Byte 현재 입력 Byte : 0 Byte

자동등록방지 숫자를 순서대로 입력하세요.

메인화면으로 이동

연구보고서

국문초록

영문초록

목차

콘텐츠 큐레이션 : 동일주제 가장 많이 이용된 자료 추천

연구보고서

정책연구자료

세미나

현재 페이지에서 제공되는 연구보고서에 대하여 평가해 주세요

의견(0)