중등 교사의 평가 개념과 실제 수행 비교
Comparison between conceptions and assessment practices among secondary education teachers: more differences than similarities
Javier Fernández-Ruiz & Ernesto Panadero
Journal for the Study of Education and Development
Received 17 Jul 2018, Accepted 05 Apr 2019, Published online: 12 May 2020 https://doi.org/10.1080/02103702.2020.1722414
Teachers’ conceptions can affect any teaching practice, including assessment. Compared with the previous learning stages in Spain, the accreditation-based focus increases in secondary education. Therefore, it is necessary to study the conceptions teachers have of assessment during this stage and the role these play in their teaching practices.
교사의 개념은 평가를 포함하여 어느 교수 실행에나 영향을 줄 수 있음. 스페인에서는 이전 학습단계에 비해 중등교육에서 the accreditation-based focus(인증기반)가 증가하고 있음. 따라서 중등 교육 단계에서 교사가 평가에 대해 갖고 있는 개념과 이들이 교수실제에서 수행하는 역할을 살펴볼 필요가 있음.
The study participants comprised 219 secondary education teachers. A mixed methodology including a questionnaire, dilemmas and the analysis of test contents was used. An analysis was implemented of the relationship between the conceptions of assessment and the type of tests used, self-assessment and peer assessment, and characteristics of feedback.
º연구대상: 219명 중등교사
º분석방법: 질문지, 딜레마, 내용분석
º분석내용: 평가개념과 사용된 평가유형(자기평가와 동료평가, 피드백 특성) 간의 관계에 대해 분석
The teachers reported having a formative conception, but this was incoherent with their assessment methods characterized by a scarce use of self-assessment and peer assessment and a hardly formative feedback. In conclusion, we highlight the relevance of the teaching-related conceptions in the education system and the need for working jointly with teachers to implement an authentically formative assessment in the classroom, with an emphasis on consistency between conceptions and practices.
교사는 형성적 평가개념을 갖고 있는 것으로 보고 하였지만,
실제 자기평가 및 동료평가의 드문 사용과 형성적 피드백을 거의 사용하지 않아 실제 평가수행과는 비일관적 결과를 보임.
개념과 실제 간의 일관성에 중점을 두고 교육시스템에서 교수관련 개념의 관련성과
교실환경에서 실질적으로 형성평가를 구현하기 위해서는 교사와 협업할 필요성을 강조함.
부록: 평가의 증거
| tests | number of tests _______ | score: ①teacher ②classmates ③self-assessment |
| tasks | type: ①individual ②group ③both | score: ①teacher ②classmates ③self-assessment |
| homework | how it is reviewed ①review of students' notebooks ②task performed at the blackboard/during class ③both | score: ①teacher ②classmates ③self-assessment |
| learning portfolio/diary | - | score: ①teacher ②classmates ③self-assessment |
| other | Please specify which ________ | score: ①teacher ②classmates ③self-assessment |
부록: 딜레마 상황
1. feed-up 상황 : “Where am I headed?” (Hattie & Timperley, 2007)에 대한 대답
-과제를 완수하라는 지시를 받았지만 시작하기 전에 원하는 목표를 명확하게 이해하지 못하여 최종 결과가
불균형인 학생 사례 제시. 주어진 피드백은 후속 작업의 목표 설정과 관련이 있어야 함.
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The students are asked to complete a task, individually, about an important author. It is explained to them that the tasks must include a brief biography of the author and an analysis of the author’s most important contribution. A clear limit of 5 pages is set. When reviewing that tasks, you discover that one of the students has written a very long biography of the author, with details and reflections that far exceed the instructions. As a result, the student did not have sufficient space to analyse the author's main contribution, and only addressed this superficially in the last two paragraphs of the task. |
2. feed-forward 상황:“How can the student get there?” (Hattie & Timperley, 2007)에 대한 대답
-이전에 다른 과제에 대해 피드백을 받은 학생이 자신의 잘못한 점을 나중에 알게 되는 사례를 가정합니다. 이 학생이 후속 과제에서 동일한 오류를 저지른다면, 피드백을 통해 이러한 오류를 해결하는 방법에 대한 특정 지침 피드백, 즉 피드포워드를 기대한다.
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In the same task as in the previous case, you discover that another student had drafted the task in a confusing way, in which the main ideas are unclear. When sharing this comment with the student, the student agrees with the assessment and promises to do better next time. However, when submitting the next task (similar in nature to the previous one), you discover that the student has the same problems as the first time. The task is again confusing to read, and the ideas are still unclear. |
출처: https://www.tandfonline.com/doi/suppl/10.1080/02103702.2020.1722414?scroll=top