Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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A Case Study on Teacher's Process-centered Evaluation Competency(T-PEC) : Focused on the Case of a Middle-School/a High-School Science Teacher

교사의 과정 중심 평가 역량에 관한 사례 연구 -중·고등학교 과학 교사 사례를 중심으로

  • Received : 2019.11.27
  • Accepted : 2019.12.30
  • Published : 2019.12.31
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Abstract

This study conducted a case study on the process-centered evaluation competency of a middle-school/high-school science teacher using Teacher's Process-centered Evaluation Competency (T-PEC) measurement tool. The case analysis shows that teacher A in a middle school represents high competency of process-centered evaluation planning and cooperative communication while the competency of utilizing process-centered evaluation results is low owing to the characteristics of non-standardized areas. Teacher B in a high school shows high level of cooperative communication competency whereas low level of process-centered evaluation execution competency because the freedom given to students is not enough during the process of evaluation. The teacher also shows very low level of utilizing process-centered evaluation results due to the lack of time and the school culture not giving feedback to the students. According to cross-case analysis, teacher A and B both represent the highest level of collaborative communication competency and the lowest level of utilization process-centered evaluation results competency. And the lack of clear criteria for process-centered evaluation leads to different understanding of process-centered evaluation between the two teachers, and teacher B shows low the level of utilizing process-centered evaluation affects results due to the students not being concerned on feedback, security problem, and the reality focusing on the university entrance examination in high schools. Based on the results, this study suggests providing clear guidelines of process-centered evaluation to teachers, introducing an application in order to solve the time-lack problem pointed out as the biggest problem of process-centered evaluation, ensuring objectivity and security about process-centered evaluation results, and building the school culture such as the expanded application of standardized areas in order to implementing process-centered evaluation.

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References

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