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http://dx.doi.org/10.14697/jkase.2020.40.5.463

Analysis of Application Status of Process-Centered Assessment in Elementary School Science Classes  

Kwak, Youngjun (Korea National University of Education)
Ha, Ji-hoon (Saenggeum Elementary School)
Publication Information
Journal of The Korean Association For Science Education / v.40, no.5, 2020 , pp. 463-471 More about this Journal
Abstract
The purpose of this study is to analyze application status about the process-centered assessment in elementary school science classes. For this purpose, a survey was conducted with 133 teachers and 2,089 students in elementary schools, and in-depth interviews with eight teachers were conducted. Elementary school teachers had a positive attitude toward the adoption of the process-centered assessment of 2015 revised science curriculum. After applying 2015 revised science curriculum, teachers used more performance assessments and less traditional ones in science classes. Elementary school students recognized that they receive feedbacks from their teachers more often with the implementation of the 2015 revised science curriculum. Through in-depth interviews, it was possible to confirm the difficulty of applying the process-centered assessment of elementary school teachers, such as lack of understanding of process-centered assessment and lack of time for its application. Based on the results of the study, the necessity for improving teacher understanding of process-centered assessment and the need to disseminate process-centered assessment materials are suggested.
Keywords
process-centered assessment; 2015 revised curriculum; elementary school; science education;
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Times Cited By KSCI : 4  (Citation Analysis)
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