학생평가 정보 제공에 대한 중학교 교원과 학부모의 요구도 분석

Abstract

Teachers and parents collaborate to support student growth, and that requires good communication. Student assessments are of great interest to both teachers and parents because they are a source of valuable information about how students are growing and how they can improve. In this context, the the purpose of this study is to compare the degree to which teachers and parents demand what information middle schools should provide to parents in relation to student evaluation. By the comparision, we hope to gain insights on what schools need to improve for communication with parents in the future. This study developed 8 categories of information generated from student evaluation, which cosists of 'student strengths and weaknesses by subject', 'psychological achievement level', 'academic achievement level' and 'performance evaluation criteria', 'degree of improvement compared to the past', 'core competency', 'how to improve the level of achievement', and 'explanation and correction of task performance'. A survey on middle school teachers and parents belonging to K-province in Korea was administrated on the importance and execution level of the 8 areas and a Borich coefficient was developed and The Locus for Focus analysis was performed. As results, teachers and parents showed the highest demand for 'strengths and weaknesses of students by subject' and the lowest demand for ‘performance evaluation criteria’ and ‘academic achievement level’. While teachers showed relatively higher demand for 'psychological achievement level' and 'degree of improvement compared to the past', parents have higher demand on 'explanation and correction of task performance' and 'how to improve the level of achievement'. The meaning of the differences between teachers and parents were discussed.