중학교 특수학급 학생에 대한 특수교사의 관찰법과 포트폴리오 평가 실태

Abstract

ABSTRACT

The current status of educational evaluation of students by special education teachers based on observation and portfolio assessment in middle school

Hyun-Young Jeong Advisor : Prof. Eun-Hee Jeong Major in Special Education Graduate School of Education, Chosun University

The concept of educational evaluation in special education is considered important as bases of evaluation of academic achievements and educational innovation in national level. Educational evaluation in special education provides educational goals, contents and complementary feedback for teaching and learning process, which leads to identification of academic achievements, and emphasizes accountability of students with disabilities, schools and teachers . This study investigated the current status of educational evaluation of students by special education teachers based on observation and portfolio assessment. It interviewed special education teachers of middle schools in Gwangju and Jeonnam using a questionnaire sent on mail or e-mail and analysed 98 copies of the answers for the study. For the results of observation, it was found that 84.7% of the subjects used observation for evaluation, but its implementation was difficult because of poor evaluation system. The most of the subjects recorded anecdotes they observed mainly to identify problematic behaviors and attitudes of the students of special education. They evaluated them according to long-term and short-term goals of individualized educational program and each learning activity, but most of them were evaluated by autonomous judgement of teachers. For observation, the subjects recorded what they observed in evaluation of IEP or their own observation journals. They exchanged information on students with parents or guardians through phone calls or interviews and provided connected guidance with them. 83.7% of the subjects provided portfolio assessment, but like observation, evaluation system was not organized. The portfolio assessment was used to evaluate subjects such as Korea or math. The portfolio was publicly displayed in classrooms to parents in public meetings or conferences and sent to each family with teachers' comments recorded for continuous instruction. Observation and portfolio systems can be helpful to students' own identification of their advantages and disadvantages through developmental process, in inducing their motivation and enhancing their self-esteem. For teachers, they can be effectively used for revision of curriculum and development of teaching-learning environment. Therefore, we need to recognize the necessity of various evaluation methods, develop evaluation systems with which individual students can be evaluated in an organized way and have more opportunities of training and practical efforts to apply them.