학교교육에서 융합인재교육의 BARS 기반 핵심역량 평가도구 개발

Development of Behaviorally Anchored Rating Scale to Assess the Outcomes for School STEAM Education

이 연구는 학교교육에서 융합인재교육의 BARS(Behaviorally Anchored Rating Scale) 기반 핵심역량 평가도구를 개발 및 타당화하여 융합인재교육의 역량 평가에 관한 기초자료를 제공하는 데 목적이 있으며, 이에 따른 연구의 결론은 다음과 같다. 첫째, 학교교육의 융합인재교육에 따른 학습성과를 핵심역량으로 적용하여 학습자의 행동특성을 관찰 및 평가하기 위한 BARS 기반 평가도구는 문헌고찰 방법으로 구안하고 전문가 대상 설문조사를 통하여 타당성을 확보하였다. 둘째, 개발한 평가도구의 수준은 4개 수준으로 설정하고, 핵심역량을 평가하기 위한 행동식별기준에는 융합인지능력 7개, 융합수행능력 11개, 융합태도능력 4개를 구성 및 분류하고 수준별 성취기준을 개발하였다. 셋째, 개발한 평가도구가 핵심역량 평가결과의 객관성과 공정성을 담보하고 초・중등학교에서의 현업활용도를 확보하는 방안으로 맥락적 환경을 고려할 필요가 있다. 이를 위해서는 핵심역량별 상대적 가중치를 반영할 필요가 있다.

This study is aimed at developing and validating BARS (Behaviorally Anchored Rating Scale)-based key competencies assessment tool for STEAM in school education, and giving fundamental data regarding the STEAM competency assessment. The results of this study are as follows. First, BARS-based assessment tool for observing and evaluating learner’s behavior characteristic, by applying learning outcome from STEAM of school education, as key competencies, was conceived by literature review, and its validity was secured by carrying out a survey targeting professionals. Second, the grade of developed assessment tool was divided into four stages, and the behavior identification standards for assessment of key competencies, consisted of seven capabilities of convergence cognitive, eleven capabilities of convergence cognitive and four capabilities of convergence attitude, before developing achievement standards for each level. Third, with regard to the application of developed assessment tool, objectivity and fairness of the assessment results of key competencies should be assured, and the contextual environment should be considered by applying in the elementary and middle schools. For this, it is necessary to reflect the relative weight for each key competency.