韓国のパフォーマンス評価に関する政策の展開 : 科学の教育課程改革に焦点をあてて

DOI Web Site

書誌事項

タイトル別名
  • The Introduction of Performance Assessment in Korea: Policy on Performance Assessment in Korea : Focusing on Science Curriculum Reform
  • カンコク ノ パフォーマンス ヒョウカ ニ カンスル セイサク ノ テンカイ : カガク ノ キョウイク カテイ カイカク ニ ショウテン オ アテテ

この論文をさがす

抄録

This paper traces and analyzes the policy introducing performance assessment in Korea. It particularly focuses on the science curriculum at the elementary school level, which tangibly exemplifies the nature of performance assessment. The paper elucidates how curriculum reforms in Korea (Curriculum is equivalent to Japan's Curriculum Guidelines) have influenced the structure and the characteristics of textbooks and teaching manuals. It further examines the significance and educational value of performance assessment, as observed in the past decade since its introduction in Korea. It finally explores the educational value of performance assessment. By introducing performance assessment, the Korean government has aimed that teachers assess whether children are able to apply academic knowledge gained from each subject to real-life situations. The performance assignments presented in the textbooks intend to improve the diversity and originality of individual thought, and to build up "higher-order thinking abilities" including "problem-solving abilities," "creativity," and "critical thinking abilities." This intention is distinctly apparent in the science curriculum; textbooks and teachers' manuals are structured around the following issues such as "the fun of scientific research" and "expanding the ability for creative inquiry in real-life situations," and are devised to take account of children's level of cognitive development. These materials clearly reflect the focus on the "diversification of performance assignments" and the "enrichment of the emotional domain" in science on the basis of the "2007 Revised Curriculum." This detailed document implies that textbooks and teachers' manuals can be structured developmentally based on an assessment viewpoint. Regarding the educational value of performance assessment, one has to emphasize the validity of evaluation in using performance assessments. Accordingly, performance assessment requires the expertise of teachers and thereby expects the improvement of teachers' instruction.

収録刊行物

関連プロジェクト

もっと見る

詳細情報 詳細情報について

問題の指摘

ページトップへ