수학과 과정중심평가 교사 연수 프로그램 개발 연구

Abstract

This study presents the results of the application of mathematics process-focused assessment training program for elementary, middle and high school teachers. Based on the theoretical review of the conditions to implement process-focused assessment and the feedback, we had set up the principles of the training program development, developed the form to design process-focused assessment and then executed the program with 60 teachers for 20 hours. Teachers in the program conducted a pedagogical analysis of achievement standards and mathematical competencies, developed tasks for the integration of teaching and assessment, designed assessment appropriate for the learner level and the school environment, and participated in the reflection activities. Consequently, it was apparent that the activities were appropriate to achieve the goals and meaning of the process-focused assessment. Typically, 92.1% of participating teachers were satisfied with the training program and teachers' opinions and impressions on the training program were in accordance with the principles of program development.