AFL(Assessment for learning)관점에서의 과정 중심 평가 개념 정립

Establishing the Concept of Process-oriented Assessment from The Perspective of AFL(Assessment for learning)

목적: 이 연구는 과정 중심 평가를 AFL(Assessment for learning)관점에서 살펴보고 과정 중심 평가 개념에 대한 이해를 높이기 위해 연구되었다. 방법: 이 연구는 문헌 연구를 통해 과정 중심 평가와 AFL(Assessment for learning)관점을 평가 목적, 평가 대상, 평가 시기로 나누어 살펴보았다. 결과: AFL(Assessment for learning)관점은 학생의 성취 수준 향상을 위해 교사의 교수 방법에 대한 적절한 변화 및 수정을 평가의 목적으로 보고 있으므로 평가의 대상이 교사와 학생 모두가 된다. AFL(Assessment for learning)관점은 또한 평가의 시기를 학습이 일어나는 전 과정이라고 보았다. 과정 중심 평가는 AFL(Assessment for learning)관점에 비해 학생의 성취 수준 파악을 그 목적에 두고 있고, 평가 대상을 학생으로 국한하였으며, 평가 시기를 수업 중으로 한정하고 있음을 확인하였다. 결론: 과정 중심 평가가 의미 있는 평가로 자리매김하기 위해서 AFL(Assessment for learning)관점에서 얻은 시사점을 반영할 필요가 있다.

Purpose: This study was planned to find out about process-oriented assessment from the perspective of AFL(Assessment for learning). And this study was conducted to enhance the understanding of process-oriented assessment. Methods: This study was conducted as a way to explore other studies. This study compared the assessment purpose, assessment target, and assessment period with respect to process-oriented assessment and AFL (Assessment for learning). Results: The AFL(Assessment for learning) argues that teachers must assessment in order to make appropriate changes to their teaching strategy. And this can increase the level of academic achievement of students. Therefore, from this point of view, both students and teachers should be assess. The AFL(Assessment for learning) perspective asserts that assessment is possible in all learning processes. On the other hand, process-oriented assessment is for the purpose of assessment for students, and therefore it is considered that assessment is possible only during class. Conclusion: In order for process-oriented assessment to be a meaningful assessment, the AFL (Assessment for learning) perspective must be readjusted to a concept that reflects more.