대한공업교육학회지

Korean Institute of Industrial Educations (대한공업교육학회)
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Effects of Analytic Rubrics on Learners' Self-Directed Learning Ability in Information Technology Unit Assessment

정보기술단원 평가에서 분석적 루브릭의 적용이 학습자의 자기주도 학습력에 미치는 영향

  • 남승권 (충남대학교 공업교육학과) ;
  • 최완식 (충남대학교 기술교육과)
  • Published : 2005.03.31
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Abstract

The purpose of this study was to examine the effects of analytic rubrics on learners' self-directed learning ability in information technology unit assessment. The experiment and control groups were 4 classes of the 2nd grade in B middle school located in Daejeon. The pretest was performed to check the group homogeneity. For the experiment design, the nonequivalent control group design as a type of quasi-experimental design was used. The experiment was composed of 5 sessions. Statistical significance was p < .05 to verify the hypothesis, and SPSS 12.0 for Windows was used for statistical treatment. The results from this study were as follows: (1) The application of analytic rubrics in information technology unit assessment affected learners' self-directed learning ability in a positive way in 4 factor's(openness, self-concept, intrinsic motivation, self-evaluation) but does not affected in 3 factor's(autonomy, creativity, problem solving). (2) The difference in sex was not a statistically significant factor in the application of analytic rubrics in information technology unit assessment. Based on the results of the experiment, two suggestions were made to promote the application of rubrics in technology education assessment. (1) Research and development of many types of rubrics for technology education are needed. (2) Systematic training of rubrics for technology teachers is needed.

Keywords

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