국내 교사 평가 전문성 기준과 측정도구 분석

Abstract

Recently, interests to teachers’ assessment literacy, which influence to quality of the assessment, have been increased as assessment has been emphasized as the bridge between teaching and learning. 24 standards and instruments of teacher assessment literacy in Korea were analyzed by a framework of four identified classifications: purpose of assessment; contexts of assessment; aspect of assessment; scale of assessment literacy instruments. Most of the standards and instruments were not specified by purpose and contexts. Knowledge and skills related to assessment processes were revealed the most. However, proportion of item related to formative assessment, classroom culture, and collaboration in instruments of assessment literacy were somewhat increased under the influence of curriculum revision. Development of assessment literacy was analyzed by scale of assessment literacy instruments. As result of that, most of the instruments could measure the level of literacy and development quantitatively through average of Likert-type scale. However, the result had limit to suggest direction to teachers to develop assessment literacy. The result of study would suggest implication in terms of aspect and development of assessment literacy for teachers who implement assessment.