初等學校 遂行評價制 運營 實態와 改善方向에 관한 硏究

Abstract

This study was intended to probe the improvement direction of the performance evaluation system in elementary school by eliciting its operating reality and the problem occurring in the process of performance evaluation. Based upon the study results, the following conclusion was drawn: First, the average number of children per class for performance evaluation in current elementary curriculum is 44, but the result of the questionnaire research revealed that the optimum number of children per class for performance evaluation is 25. Teachers' excessive workload is not efficient to help elementary children raise their voluntary learning ability and level of academic achievement through their performance evaluation. Consequently, the performance evaluation system is unsuccessful in teaching children in consideration of the individual difference between children. Second, performance evaluation adds the burden of learning to children in the problem-solving process. It is thought that it also causes the side effect of bringing the burden of learning to parents because of children's excessive assignments and the lack of their voluntary learning ability. Third, performance evaluation does not so much make a great contribution to changing children's attitude toward learning due to the excessive number of children per class, but rather lowers their desire and enthusiasm for learning, it is necessary to consider the supplemental measure for the performance evaluation system having this tendency. Fourth, performance evaluation is appropriate the evaluation system for practicum in elementary school but its application to every subject is pointed out as a problem that should not left unnoticed. Fifth, for improve the diverse errors of educational evaluation in the performance evaluation system, it is necessary to provide for the criterion for scoring by subject and by task, reinforce the in-service training for its specific and actual operation by teachers. Sixth, it can be said that a correct understanding of the performance evaluation system by educational authorities and front-line teachers and their cooperation are a precondition for the policy of its introduction into the school spot to be successful.