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http://dx.doi.org/10.14697/jkase.2020.40.5.515

An Investigation on the Assessment Tool and Status of Assessment in the 'Scientific Inquiry Experiment' of the 2015 Revised Curriculum  

Baek, Jongho (Korea Institute for Curriculum and Evaluation)
Byun, Taejin (Korea Institute for Curriculum and Evaluation)
Lee, Dongwon (Korea Institute for Curriculum and Evaluation)
Shim, Hyeon-Pyo (Korea Institute for Curriculum and Evaluation)
Publication Information
Journal of The Korean Association For Science Education / v.40, no.5, 2020 , pp. 515-529 More about this Journal
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'.
Keywords
Scientific inquiry experiments; student assessment; scientific inquiry; 2015 revised curriculum;
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Times Cited By KSCI : 16  (Citation Analysis)
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