초등학교 초임교사의 학생평가 전문성 수준 분석

Abstract

The purpose of this study was to present measures designed to improve literacy of elementary school beginning teachers in student assessment by analyzing the levels of literacy of elementary school beginning teachers in assessment of students. For this, 167 elementary school beginning teachers in G Metropolitan City surveyed, and subsequently, we analyzed the level of literacy in assessment of students based on gender of subjects, completion of training, confidence in assessment activities, and extent of importance of literacy in assessment. The results of analysis showed that female beginning teachers had higher levels of literacy in student assessment than male beginning teachers. However, it was necessary to identify specific reasons behind the difference in levels of literacy in student assessment, depending on gender of beginning teachers. Second, no statistically significant difference was found in levels of literacy in student assessment between beginning teachers who completed training related to assessment and beginning teachers who did not. This is contrary to results of preceding studies that showed a significant difference in terms of experience with training related to assessment. However, the precondition needs to be considered that substance of training program related to assessment is important, not the experience with simple training related to assessment. Third, beginning teachers with higher confidence in assessment activities were found to have higher level of literacy in student assessment than beginning teachers with moderate or lower confidence. Fourth, the levels of literacy in student assessment was higher in beginning teachers who assigned moderate or higher importance to literacy in student assessment, compared to beginning teachers who assigned less importance to specialization in student assessment. Fifth, we compared the literacy baseline for testing the literacy of teachers in student assessment and the literacy of elementary school beginning teachers in student assessment. The results showed a large difference in scores of assessment tool development area, compared to other areas. Thus, it would be necessary to recognize the importance of the elementary school beginning teacher period to ensure operation of high quality training on assessment which is tailored to beginning teachers.