한국초등과학교육학회지:초등과학교육 (Journal of Korean Elementary Science Education)

  • 제34권2호
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  • Pages.153-163
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  • 2015
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  • 1598-3099(pISSN)
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  • 2733-8436(eISSN)
한국초등과학교육학회 (The Korean Elementary Science Education Society)
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초등학교 교사의 과학 평가 전문성에 대한 자가진단 내용 분석

Analysis of Elementary School Teachers' Self-diagnosis on Their Competency for Assessment in Science

  • 투고 : 2015.01.18
  • 심사 : 2015.04.06
  • 발행 : 2015.05.31
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초록

In this study, we analyzed elementary school teachers' self-diagnosis on their competency for assessment in science. A questionnaire was administered to 217 elementary school teachers and in-depth group interviews with 6 teachers were also conducted. The results revealed that the mean scores of five subcategories, 'choosing assessment methods', 'developing assessment instruments', 'administering, scoring, and grading', 'analyzing, interpreting, using, and communicating assessment results', and 'recognizing ethics in assessment', were 3.82, 3.50, 3.92, 3.76, and 4.09 on a scale of 5 points, respectively. Teachers having more teaching experience showed higher mean scores in all subcategories. However, only the teachers having more than 20 years of teaching experience were statistically better than those having less than 5 years of teaching experience in four subcategories except for 'recognizing ethics in assessment'. There were no significant differences in terms of major, whereas the mean scores of the teachers having master's degree were statistically higher than their counterpart in some subcategories. In addition, the teachers who had completed training for assessment exhibited statistically higher mean scores than their counterpart in four subcategories except for 'recognizing ethics in assessment'. Educational implications of these findings are discussed.

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참고문헌

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  3. 중등 예비 화학교사의 해결자·청취자 활동을 통한 지필평가 문항 제작 과정에서 언어적 행동 및 상호작용 vol.38, pp.5, 2015, https://doi.org/10.14697/jkase.2018.38.5.611
  4. 초등교사와 예비초등교사의 과학평가 실태와 지향 vol.39, pp.1, 2015, https://doi.org/10.15267/keses.2020.39.1.15