기술적 문제해결학습에서 평가루브릭의 인지여부가 학습수행능력에 미치는 영향 (The Effect of Learning Task Performance Ability as Recognition of Assessment Rubric in Technological Problem-Solving Learning)

서지정보

· 발행기관 : 한국기술교육학회
· 수록지 정보 : 한국기술교육학회지 / 10권 / 2호 / 195 ~ 214페이지
· 저자명 : 정윤석, 최유현

초록

이 연구의 목적은 기술적 문제해결학습에서 평가루브릭의 인지여부가 학습수행능력에 미치는 영향을 구명하는데 있다. 이러한 연구의 목적을 달성하기 위하여 문헌 고찰에 근거하여 기술적 문제해결학습의 이론적 평가루브릭을 구안하였으며, 이론적 루브릭은 전문가로 구성된 집단의 전문적 판단에 근거하여 타당도를 검증받았다.
실험대상은 경기도 양평 소재 Y중학교 3학년 2개 학급을 대상으로 실험집단과 통제집단을 구성하였으며, 실험집단에게는 평가루브릭을 공개 후 인지시켰고, 통제집단은 비공개하여 수업을 진행되었다. 실험은 사전검사를 포함하여 16차시에 거쳐 진행되었고, 두 집단 간에 기술적문제해결학습의 각 단계별 평균값을 t-test하여 기술적 문제해결학습 수업에서 평가루브릭의 인지여부가 학습수행능력에 미치는 영향을 구명하였다.
이 연구 결과를 통하여 다음과 같은 결론을 얻을 수 있었다.
첫째, 이 연구에서 개발한 평가루브릭은 문제확인, 해결방안의 탐색과 창안, 해결방안의 선정, 해결방안의 구체화, 실행, 평가(활동), 평가(작품)의 7개 단계, 그리고 A, B, C, D의 4개 등급으로 나뉘어져 있는 일반적-분석적 루브릭으로 개발되었으며, 전문가의 검토 및 실제 적용을 통하여 타당함이 증명되었다.
둘째, 이 연구의 실험에서 기술적 문제해결학습에 평가루브릭을 학습자가 인지하였을 때 문제해결학습 단계 중 문제확인, 해결방안의 탐색과 창안, 해결방안의 선정, 해결방안의 구체화, 평가(활동)의 학습능력에 긍정적인 영향을 끼쳤다. 그러나 실행, 평가(작품)에는 유의미한 차이가 나타나지 않아 학습수행능력에 효과가 없음을 확인할 수 있었다. 결과적으로 기술적 문제해결학습 단계의 총점의 평균값을 비교해본 결과 유의한 차이를 나타내 평가루브릭을 공개하여 인지시켰을 때 학습수행능력을 증진시키는데 뚜렷한 효과가 있는 것으로 해석할 수 있다.
이 연구에서 기술적 문제해결학습 평가루브릭은 일선 교육현장에서 기술적 문제해결학습의 수업을 진행하는 기술교사와 연구자들에게 평가의 수월성을 제공하고자 개발되었다. 이 연구가 기술교과 교육의 기술적 문제해결 평가영역에 자료로 제공되어, 더 나은 후속 연구의 개발에 밑거름이 되고, 평가영역에 교육적으로 의미 있는 평가 방법 및 도구들이 개발되길 기대한다.

영어초록

The purpose of this study was to find out the effect of learning task ability as recognition of assessment rubric in technological problem solving learning.
To accomplish the purpose this study, I designed theoretic assessment rubric model for learning task ability in technological problem-solving learning based upon literature reviews. Theoretic rubric has been verified based upon decision of professional groups.
The study was conducted on two junior-high school classes(9th grade) located in Yangpyung, Gyenggi-do. They were divided into experimental group and control group. In order to find out the groups' homogeneity, preliminary examination was conducted, using assessment rubric. The study was conducted on two selected classes which showed similar learning abilities.
The experiment was conducted 11 lesson times. Assessment rubric was revealed to the experimental group and make it recognized before starting the task. By evaluating two groups' process and results through assessment rubric, this study was t-tested two groups' average value in each level as well as overall average value. And the study researched the effect recognition of assessment rubric on learning task ability in technological problem-solving class.
The results of the study were as follows:First, assessment rubric was developed in a way that it has 7 steps including problem check, search for solution, selecting problem solution method, specification of solution, implementation, evaluation(activity), evaluation(work) as well as 4 levels including A,B,C,D. The general-analytic Rubric was verified for its validity through professional review and practical application.
Second, in this experiment, when learners recognize assessment Rubric in learning technical problem-solving, it has positive impact on problem check, search for solution, selecting solution, specification of solution and learning task ability of evaluation(activity). However, implementation and evaluation(work) did not show meaningful difference, confirming the fact that there is no effect in learning task ability. After comparing overall average value of technical problem-solving study, it has shown meaningful difference. Thus, it can be translated as it has significant effect in improving learning task ability when assessment Rubric is revealed and recognized.
Based upon the study result, I would like to suggest the following study.
First, assessment Rubric developed in this study suggested activity-oriented evaluation factors in implementation of technical problem- solving. Thus, it needs to develop valid evaluation factors as an implementation process in experiment-centered technical problem-solving.
Second, I felt it was much easier to teach in a class where assessment Rubric was recognized than its counterpart. Students in a group where assessment Rubric was revealed asked more questions which are necessary in a class as they were aware of the direction of learning. They also tried very hard to meet the standard suggested in assessment Rubric. Likewise, the study is needed on quality study for teacher's convenience in conducting class as well as self-motivated learning attitude according to assessment Rubric's recognition.
Lastly, assessment Rubric for learning technological problem-solving in this study was developed in order to provide convenience for technology teacher and study conductors who teach technological problem-solving method in a class. It is my hope that this study may be provided as resources for technological problem solving's evaluation area in technology curriculum and become a foundation for developing better follow-up study. Also, I hope meaningful evaluation method and tools in education may be developed for evaluation area.

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