초등학교 학교단위 학생평가의 운영실태에 대한 교사 인식

Teachers’PerceptionontheOperationStatusof ElementarySchool-LevelStudentEvaluation

The objective of the paper The purpose of this study is to explore the alternatives and directions for better school-level student evaluation by analyzing the operating conditions of elementary school-level student evaluation and teachers perceptions of it. To this end, evaluation plans were collected and analyzed from 52 schools in Gyeonggi Province and 24 schools in Gwangju, and interviews were conducted with 9 elementary school teachers. As a result of the study, the evaluation content was limited to one-step learning rather than a multidimensional, multi-disciplinary approach, and it was difficult to achieve fairness due to ambiguous evaluation criteria and various responses of students to questions. As for the evaluation planning method, the general school used the individual method and the division of labor method, and the innovative school mainly used the collaboration method. Teachers mainly used the evaluation results as data for input to the student life record, but recognized that the reliability and utilization of the student life record was low. The evaluation of each teacher was limited mainly in innovative schools, and execution in general schools was poor. Consensus was formed on the necessity of each teacher s evaluation, and it was recognized that the discretionary authority was sufficiently prepared systematically, but in practice, conservative and uniform in the teaching culture, the limitations arising from inconsistency in evaluation methods with higher schools, and expertise in curriculum and evaluation Insufficiency were recognized as obstacles. Problems with school-level student evaluation include low reliability, the limitation of the elementary evaluation method in the entrance examination-oriented evaluation system, the lack of flexibility in modifying the evaluation plan, the limitation of diversity due to the emphasis on performance evaluation, and the inadequacy of the uniform NEIS evaluation system. As an alternative, it was proposed to operate training to improve evaluation expertise, to produce evaluation materials at the Ministry of Education and to activate site operation, to simplify the procedure for revising evaluation plans, and to maximize autonomy, convenience, and usability of NEIS content input.