실천공학교육논문지 (Journal of Practical Engineering Education)

  • 제13권1호
  • /
  • Pages.61-72
  • /
  • 2021
  • /
  • 2288-405X(pISSN)
  • /
  • 2288-4068(eISSN)
한국실천공학교육학회 (Korean Institute for Pratical Engineering Education)
권호 표지
DOI QR코드

DOI QR Code

평가체계 공정성에 대한 인식 연구: K대학 사례를 중심으로

A Study on the Perceptions of Evaluation Fairness: Focusing on the Case of K University

  • 윤관식 (한국기술교육대학교 HRD학과) ;
  • 박민주 (한국기술교육대학교 테크노인력개발전문대학원)
  • 투고 : 2020.10.19
  • 심사 : 2020.11.12
  • 발행 : 2021.04.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

교육현장에 불고 있는 4차 산업 시대로의 전환은 인재상과 더불어 교육의 내용과 형식에서 전방위로 변화하고 있다. 이는 새로운 교수방법으로서 수행평가 등이 활용되면서 그에 따른 평가 공정성 문제가 대두되고 있다. 교육의 효과성을 확인하기 위해 진행되는 평가는 평가를 받는 주체인 학습자와 평가를 수행하는 교수자의 상호적 관계에서 이루어지게 된다. 특히 평가를 받는 학습자의 평가에 대한 인식과 반응으로, 자신이 평가받는 방법과 기준 등이 얼마나 공정한가 관심이 점차 늘어가고 있다. 이는 학습자의 학습동기와 평가에 대한 신뢰에 영향을 주는 주요 요소로서 작용할 수 있으며, 교육현장에 미치는 영향이 크다. 이에 따라 본 연구에서는 K대학교에 재학생을 대상으로 표적집단면접법(FGI)를 통해 대학 학생들이 인식하고 있는 평가 공정성과 평가 공정성을 저해하는 요소, 개선할 수 있는 방안을 평가 공정성의 분배, 절차, 상호작용으로 구분하여 살펴보았다. 그 결과, 평가 공정성의 분배 공정성의 주요 내용으로 문항의 타당도, 교과별 족보, 무임승차의 발생, 팀 구성의 측면, 절차 공정성의 주요 내용으로 평가방법의 안내, 객관적 평가기준 개발, 평가기준의 제시가 나타났다. 상호작용의 공정성의 주요 내용은 과정평가에서의 피드백, 결과 평가의 피드백이 나타났다. 이들 평가 공정성의 유형(분배, 절차, 상호작용)에서 공정성을 저해하는 요인과 개선하기 위한 노력 및 방안을 도출하고, 결과에 따른 시사점과 한계점을 제시하였다.

The educational field is also changing according to the change to the fourth industry. This is a new teaching method, and as performance evaluation is widely used, interest in the fairness of evaluation is also increasing. Students are interested in whether they are being evaluated fairly and examine the methods and processes of evaluation, which affects their confidence in evaluation. Accordingly, in this study, the evaluation fairness of K University students was classified into distribution fairness, procedural fairness, and interaction fairness, and examined through interviews. From the results, measures such as factors that hinder the fairness of evaluation and efforts to improve were derived.

키워드

과제정보

이 논문은 2020학년도 한국기술교육대학교 교수교육연구진흥과제 연구비 지원에 의하여 연구되었음.

참고문헌

  1. K. S. Jeong, "The free semester policy and improving teaching and learning in Middle School," Journal of Learner-Centered Curriculum and Instruction, vol. 13, no. 6, pp. 399-421, 2013.
  2. S. J. Kim and H. K. Kang, "Problem based learning evaluation and evaluation agents-focused on tutor, peer and self evaluation," Journal of the Korea Academia-Industrial Cooperation Society, vol. 14, no. 8, pp. 3732-3738, August 2013. https://doi.org/10.5762/KAIS.2013.14.8.3732
  3. J. S. Seol and I. A. Kang, "An activity theoretical analysis on elementary school teachers' practice of constructivist education," Journal of Learner-Centered Curriculum and Instruction, vol. 13, no. 5, pp. 353-382, 2013.
  4. M. H. Min and J. R. Park, "Research on the assessment of physical and psychomotor domain in physical education at high school," School Sports Research Institute, vol. 16, no. 1, pp. 313-341, 2009.
  5. S. U. Choi and S. W. Choi, "The impact of justice perception on academic burnout for instructor's assessment of academic performance," Journal of Learner-Centered Curriculum and Instruction, vol. 19, no. 5, pp. 1-20, March 2019.
  6. R. Cropanzano and J. Greenberg, "Progress in organizational justice: Tunneling through the maze," International Review of Industrial and Organizational Psychology, vol. 12, pp. 317-372, January 1997. https://doi.org/10.1023/A:1007726012218
  7. K. H. Kim, "Psychometric approaches of the validity verifications in performance assessments," Ewha Womans University doctor's Thesis, 2000.
  8. H. G. Jeong, "Study on the examination of element hampering performance assessment and on the method of activating performance assessment," Yonsei University Master's Thesis, 2000.
  9. S. K. Baek, Theory and Practice of Performance Evaluation, Seoul: Wonmisa, 1998.
  10. J. H. Brown and R. J. Shavelson, "Assessing hands-on science: A teachers' guide to performance assessment," CA: Sage Publication Company, 1996.
  11. C. Oberg, "Guiding classroom instruction through performance assessment," Journal of Case Studies in Accreditation and Assessment, vol. 1, pp. 1-11, September 2010.
  12. K. H. Koh, C. Tan, and P. T. Ng, "Creating thinking schools through authentic assessment: The case in Singapore," Educational Assessment, Evaluation and Accountability, vol. 24, no. 2, pp. 135-149, May 2012. https://doi.org/10.1007/s11092-011-9138-y
  13. J. J. Mintze, J. H. Wandersee, and J. D. Novak, "Teaching science for understanding: A human constructivist view," Cambridge, MA: Academic Press, 1998.
  14. R. Driver and B. Bell, "Students' thinking and the learning of science: A constructivist view," School Science Review, vol. 67, no. 240, pp. 443-456, March 1986.
  15. G. Kulm and S. M. Malcolm, "Science assessment in the service of reform," American Association for the Advancement of Science, Washington, D.C., 1991.
  16. W. M. Roth, "Experimenting in a constructivist high school physics laboratory," Journal of Research in Science Teaching, vol. 31, no. 2, pp. 197-223, February 1994. https://doi.org/10.1002/tea.3660310209
  17. E. Shohamy, "Assessment in multicultural societies: Applying democratic principles and practices to language testing," in B. Norton and K. Toohey eds., Critical pedagogies and language learning. Cambridge: Cambridge University Press, pp. 72-92, 2004.
  18. R. M. Chory, "Enhancing student perceptions of fairness: The relationship between instructor credibility and classroom justice," Communication Education, vol. 56, no. 1, pp. 89-105, January 2007. https://doi.org/10.1080/03634520600994300
  19. M. Deutsch, Distributive Justice: A Social-Psychological Perspective, New Haven, CT: Yale University Press, 1985.
  20. S. M. Horan, R. M. Chory, and A. K. Goodboy, "Understanding students'classroom justice experiences and responses," Communication Education, vol. 59, no. 4, pp. 453-474, October 2010. https://doi.org/10.1080/03634523.2010.487282
  21. T. R. Tyler, "The psychology of procedural justice: a test of the group-value model," Journal of Personality and Social Psychology, vol. 57, no. 5, pp. 830-838, November 1989. https://doi.org/10.1037//0022-3514.57.5.830
  22. R. M. Chory-Assad, "Classroom justice: Perceptions of fairness as a predictor of student motivation, learning, and aggression," Communication Quarterly, vol. 50, no. 1, pp. 58-77, January 2002. https://doi.org/10.1080/01463370209385646
  23. R. J. Bies and J. S. Moag, "Interactional communication criteria of fairness," Research on Negotiation in Organizations, vol. 1, pp. 43-55, 1986.
  24. H. J. Kim, "Gender differences in university students' perceptions on competency-based performance assessment," Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, vol. 50, no. 11, pp. 131-140, 2019.
  25. K. I. Han and K. H. Han, "Awareness, current status and support request of special education teachers on curriculum reconstruction and performance assessment of students," Journal of Educational Innovation Research, vol. 29, no. 2, pp. 271-295, 2019. https://doi.org/10.21024/pnuedi.29.2.201906.271