지속적인 평가 루브릭 제시에 의한 초등학생들의 과학 글쓰기 수준 변화

The Changes of Elementary students’ Science Writing Level by Continuously Providing Rubric

The purposes of this study was to examine what change appears in the science writing level of the elementary students if the rubric is continuously provided with the science writing assignment, and what experience and recognition the students have while using the rubric. The science writing assignment and the rubric were applied to 35 fifth graders for total 4 sessions. The science writing results were assessed through the consultation with 3 scientific education professionals of the rubric department and the contents were analyzed to analyze at the science writing level change of the students. Depth interview results were analyzed. First, as the rubric was continuously provided, the science writing level of students changed in several criteria as the session repeated. While students were writing the scientific contents relying on the individual thought rather than creating the scientific contents during the science writing until they contacted the rubric, they recognized the importance of contents creation through the guidance of the rubric. Second, students who contacted the rubric grasped the object of the rubric correctly and were anxious in using it but expected the change by the constant use. Students whose science writing level was improved had a high use frequency of the rubric and recognized the valuation criteria clearly which was considered to be necessary to them. The students wanted the number of criteria of the rubric to decrease and the terms and performance scales to be presented clearly so that it would be easy to understand.