고등학교 생명과학 수업에서 지필 평가와 과정중심평가에 의한 학업성취도 비교를 통한 과정중심평가 적용의 타당성 연구

Abstract

This study compared and analyzed academic achievement by paper-based assessment and process-based assessment in the classes of high school life science to explore whether process-based assessment is valid to replace paper-based assessment. To this end, the degree of correlation between the results by paper-delivered assessment and the results by process-based assessment was analyzed for 237 students (125 male and 112 female) who taking 'Life Science II' class. As a result, the correlation value between the paper-delivered assessment and the process-based assessment score was high at .729 (.696 for male and .791 for female). In addition, as a result of converting the original scores into a five-stage achievement grade, 60% of students showed a higher achievement grade of the process-based assessment than the paper-delivered assessment. As a result of interviewing students on the reason for the difference in achievement between paper-delivered and process-based assessment, it was found that student-centered classes and cooperative classes with colleagues were possible, and less burdensome than paper-delivered evaluations. Therefore, it can be suggested that there is a need to spread process-based assessment by replacing paper-delivered assessment as a method of assessing students in high school life science classes.