Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Analyzing the Performance Assessment of Science Inquiry Experiments in High School Based on the 2015 Revised Curriculum

2015개정 교육과정에 따른 고등학교 과학탐구실험 수행평가 분석

  • Hyeongtak Yun (Pusan National University) ;
  • Jihun Park (Gyeongin National University of Education) ;
  • Dojun Jung (Pusan National University) ;
  • Jeonghee Nam (Pusan National University)
  • 윤형탁 (부산대학교) ;
  • 박지훈 (경인교육대학교) ;
  • 정도준 (부산대학교) ;
  • 남정희 (부산대학교)
  • Received : 2024.07.18
  • Accepted : 2024.09.29
  • Published : 2024.10.31
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Abstract

This study aimed to ascertain whether the assessment of scientific inquiry skill in high school curricula aligns with the achievement standards outlined in the science education curriculum. It analyzed the skill identified in the performance assessment standards and those manifested in the performance assessment tasks, focusing on 411 high school science investigation experiment tasks. The results showed that the skill in achievement standards of performance assessment and tasks were biased toward certain skill, and the content validity of the assessment of skill was found to be low. The performance assessment in science inquiry experiments is conducted without adequately considering science inquiry skill, and there is a lack of consistency in teachers' assessment planning and execution. The study found that the preference for specific assessment methods affected the bias in skill covered by performance assessment tasks. This study suggests the need for diversifying the skill in teaching, learning, and assessment to cultivate the core competencies proposed in the curriculum, and it explores ways to improve skill assessment.

이 연구는 고등학교 교육과정에서 과학탐구기능에 대한 평가가 과학교육과정에서 제시한 성취기준에 부합하여 계획되고 실제 이루어지고 있는지 알아보는 것을 목적으로 하였다. 고등학교 과학탐구실험 수행평가 과제 411개를 대상으로 수행평가 성취기준에서 나타난 기능과 수행평가 과제에서 나타난 기능을 분석하였다. 연구 결과, 수행평가 성취기준 및 과제에서 나타난 기능은 특정 기능에 편중되어 있었고, 기능의 평가에 대한 내용 타당도는 낮게 나타났다. 과학탐구실험에서 이루어지는 수행평가가 과학탐구기능을 고려하지 않고 평가하고 있으며, 교사의 평가 계획 및 실행에 대한 일관성 부족을 보이고, 특정 평가 방법의 선호가 수행평가 과제에서 다루는 기능의 편중에 영향을 준 것으로 분석된다. 이를 통해 교육과정에서 제시하는 핵심역량을 기르기 위해서 교수⋅학습 및 평가에서 다루는 기능이 다양화될 필요성과 기능 평가의 개선 방안에 대해 제언하였다.

Keywords

Acknowledgement

본 연구는 과학기술정보통신부 및 정보통신기획평가원의 대학ICT연구센터지원사업의 연구결과로 수행되었음(IITP-2021-2018-0-01433).

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