특수학교 기본교육과정 과학과의 전통적 평가와 수행평가의 비교 사례연구

Abstract

This study compared traditional assessment and performance assessment of science in basic curriculum for special school. For this, the following questions are presented: First, what is the difference in procedures on traditional assessment and performance assessment of science in basic curriculum for special school? Second, what is the difference in results on traditional assessment and performance assessment of science in basic curriculum for special school? The results are presented as follows: First, this study identified the differences in procedures on traditional assessment and performance assessment of science in basic curriculum for special school. As a result, it was found that there was significant differences in ease of construction, scoring efficiency and validity in procedures. Second, this study identified the differences in results on traditional assessment and performance assessment of science in basic curriculum for special school. As a result, it was found that there was significant differences in reliability, ease of utilization and quality of feedback in results. The following methods and procedures were used to conduct this study 1) Analysis of the related literature and dacuments including the basic curriculum for special school 2) Developing assessment standards(rubric) according to the basic curriculum for special school 3) Developing of exemplary assessment instruments which are based assessment stadards(rubric) 4) Examing the validity of assessment stadards(rubric) and exemplary by teacher who have been taught science in special school. Most special education teachers assessed students based on IEP. They selected the assessment criteria in accordance with IEP's goal. The assessment methods mainly used were observation and collection portfolio. Results were utilized in order for IEP to be planned and revised. Special education teachers pointed that they had difficulty in setting the assessment-related criteria and writing reports. In conclusion, this study provided the example of performance assessments of science to the teachers in the field who are difficulty in assessing science for the students with mental retardation. If these methods are applied manifoldly, we come to understand learning process and results synthetically and systematically and contribute to promote school performance and improve learning in special school.