교사별 과정 중심 평가에 대한 교사의 인식1)

Abstract

The purposes of this study are to collect elementary and middle school teachers’ opinions about the teacher by teacher process fortified assessment (TPFA) and to get policy implications from the results. We used a stratified cluster sampling method to sample teachers. The total numbers of teachers responded were 1,311 and 723 from elementary and middle schools, respectively. We made survey questions to ask about the adoption of the TPFA policy, adoption timing and methods, their expectations and concerns about the policy. Results showed that over 68% of the teachers agreed with the adoption of the TPFA policy. They also had high expectations that the policy would help to foster students’ creativity and complex thinking skills. In the other hand, they concerned about objectivity and fairness of TPFA, their work burden resulted from the adoption of the TPFA policy, and the lack of their expertise in classroom evaluation. Elementary school teachers showed their preference towards the sequential adoption of the policy to subjects, while middle school teachers wanted the concurrent adoption of the policy. Both elementary and middle school teachers preferred towards the adoption of the policy to the lowest grade first and only to the performance assessement. They also asked the reducement of administrative works, appropriate size of class, and the activation of teachers’ autonomous study groups in order to introduce the policy to schools.