한국수학교육학회지시리즈A:수학교육 (The Mathematical Education)

  • 제53권1호
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  • Pages.131-146
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  • 2014
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  • 1225-1380(pISSN)
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  • 2287-9633(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
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수학과 서술형 평가에 대한 초·중학교 교사 간의 인식, 실행 및 기대효과에 대한 비교 연구

A comparison of elementary and middle school mathematics teachers' beliefs and practices in constructed-response assessment

  • Kim, Rae Young (Department of Mathematics Education, Ewha Womans University) ;
  • Lee, Min Hee (Graduate School, Ewha Womans University) ;
  • Kim, Min Kyeong (Department of Mathematics Education, Ewha Womans University) ;
  • Noh, Sunsook (Department of Mathematics Education, Ewha Womans University)
  • 투고 : 2013.10.31
  • 심사 : 2014.02.15
  • 발행 : 2014.02.28
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초록

This study examines whether there is discrepancy between elementary and middle school mathematics teachers' beliefs and practices in constructed-response assessment and how their beliefs and practices are interrelated. Analyzing the responses of 212 elementary teachers and 189 middle school mathematics teachers to the questionnaire, we found that there is lack of consistency among elementary and middle school teachers' beliefs, practices, and expected benefits regarding constructed-response assessment. In addition, there was a weak correlation between each group of teachers' beliefs and expected benefits about constructed-response assessment. The results from this study imply that such inconsistency in elementary and middle school teachers' beliefs and practices regarding assessments may determine the effects of constructed-response assessment.

키워드

참고문헌

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