Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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An Investigation on the Assessment Tool and Status of Assessment in the 'Scientific Inquiry Experiment' of the 2015 Revised Curriculum

2015 개정 교육과정 '과학탐구실험' 평가 도구 및 평가 현황 탐색

  • Received : 2020.09.09
  • Accepted : 2020.10.28
  • Published : 2020.10.31
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Abstract

'Scientific inquiry experiments', which was newly created subjects in the 2015 revised curriculum, was expected in the aspect of learning science and developing core competences through science practices. Based on changed view of evaluation, assessments of a practice-centered subject 'Scientific inquiry experiments' should be try to conducted in various ways, but many challenges were reported. In this study, through analysis of current status of assessment of the subject, we intended to find the way of conducting and supporting 'Scientific inquiry experiments'. We collected assessment materials and explanatory description about them from 25 teachers who taught 'Scientific inquiry experiments' in 2018 and 2019. And we analyzed the cases with framework which were consisted with three main categories: elements, standards, methods of assessments. Also, we investigated how the results of assessment were utilized. For the validity, we requested verification of the results of our data analysis to experts of science education and science teachers. From them, we also collected their opinions about our analysis. As a result of the study, teachers assessed some elements of inquiry skills such as 'analysis and interpreting the data', 'conducting inquiry' more than others which were closely related to what subject-matter the teachers used to organized inquiry program with. In the aspect of domain of assessments, though cognitive domain and affective domain as well as skills were evaluated, we also found that the assessment of those domains had some limitation. In terms of standard of assessment, the goals of assessment were presented in most cases, but there were relatively few cases which had the specific criteria and the stepwise statements of expected performance of students. The time and subject of the assessment were mainly post-class and teachers, and others such as in-class assessments, peer-assessments were used only in specific contexts. In all cases, the results of assessments used for calculating students' grade, but in some cases, we could observe that the results used for improving teaching and feedback for students. Based on these results, we discussed how to support the assessments of 'Scientific inquiry experiments'.

2015 개정 교육과정이 도입됨에 따라 신설된 과학탐구실험은 과학적 실천을 통한 과학의 학습과 핵심역량의 함양 등의 측면에서 기대를 받고 있는 과목이다. 특히, 변화하는 평가의 맥락에 기초하여 실천중심의 교과목인 과학탐구실험에서의 다각화된 평가가 운영될 필요가 있으나, 이에 대한 다양한 어려움과 한계가 보고되고 있다. 이에 본 연구는 과학탐구실험의 평가 현황을 살피고, 이로부터 평가의 운영과 지원 방안을 고찰하고자 하였다. 이를 위해 25명의 현직 과학교사로부터 과학탐구실험 수업에서 사용되었던 평가 도구와 이에 대한 설명 자료를 수집하여 분석하였다. 평가 도구의 분석은 평가 요소, 평가 기준, 평가 방법의 측면에서 이루어졌고, 평가 결과가 어떻게 활용되는지도 살펴보았다. 결과에 대한 타당성 확보를 위해 과학교육 전문가와 교사들로부터 점검을 받았고, 추가적으로 분석 결과에 대한 의견도 청취하여 연구에 활용하였다. 연구 결과, 교사들은 탐구 기능요소 중 특정 요소만을 중점적으로 평가하고 있었고, 일부 기능 요소는 특정한 주제 및 맥락과 연계하여 평가되었으나 활용 빈도는 낮았다. 또한, 인지적 영역과 정의적 영역에 대한 평가도 이루어지기는 했으나, 각 영역을 평가하는 데 있어서 한계점도 관찰할 수 있었다. 평가 기준의 측면에서 평가 목표는 대체적으로 제시되어 있으나, 평가 목표에 대한 세부 평가 요소의 구분 및 각 요소별 행동 특성을 단계적으로 진술하는 등의 구체적 기준 수립이 이루어진 사례는 상대적으로 적었다. 평가 방법에서 평가의 시점과 주체는 각각 '수업 후 평가'와 '교사 평가'가 주로 사용되었고, 다른 방법은 특정 내용, 특정 상황으로 한정되어 활용되었다. 평가 결과는 모든 사례에서 성적 산출을 위해서 활용되었고, 일부만이 수업 개선과 학생 피드백을 위한 목적으로 활용하고 있었다. 이러한 결과를 바탕으로 과학탐구실험에서의 학생 평가를 지원하기 위한 방안에 대해 논의하였다.

Keywords

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