초중학교 체육교과서 표현활동 영역의 평가 정합성 분석 (Analyzing Assessment Coherence of Expressive Activityin Elementary Physical Education Textbooks)

서지정보

· 발행기관 : 한국여성체육학회
· 수록지 정보 : 한국여성체육학회지 / 29권 / 2호 / 235 ~ 251페이지
· 저자명 : 유정애, 김보미

초록

The purpose of this study was to analyze how the assessment of expressive activity domain within the 2009 Revised National Physical Education Curriculum represented in the current physical education textbook in order to reveal the coherence of the assessment. 35 types of P.E. Textbooks, including 14 types of 3~4graders', 8 types of 5~6 graders', and 13 types of 7~9 graders' were analyzed by the categories which consists of curriculum continuity, balance, and diversity, representing as assessment contexts by the national P.E. curriculum. In result, the part of creative expression and appreciation(36.79%) was highest score in curriculum continuity, and expression was 33.85% otherwise creativity was 3.77% in terms of balance. Self-assessment was 80.19%, check-list was 28.30%, performance-assessment was 66.98% in diversity for 3-4th graders assessment’. For 5~6 graders' assessment, creative expression and appreciation(52.24%) were highest scores in curriculum continuity, and appreciative competence was 27.36% in the balance, self-assessment was 67.16%, check-list was 32.84%, performance assessment was 64.18%. For 7~9 graders' assessment, attribute and history and patterns were 46.80% in curriculum continuity. Understandings were 62.25% otherwise creativity was only 4.64%. Self-assessment was overwhelmingly 92.94% but mutual-assessment was only 7.06%. paper-assessment was 52.49% in Diversity. In conclusion, assessment in the textbook revealed that creative expression and appreciation in terms of continuity was the highest score, but creativity in terms of balance was the lowest score.

영어초록

The purpose of this study was to analyze how the assessment of expressive activity domain within the 2009 Revised National Physical Education Curriculum represented in the current physical education textbook in order to reveal the coherence of the assessment. 35 types of P.E. Textbooks, including 14 types of 3~4graders', 8 types of 5~6 graders', and 13 types of 7~9 graders' were analyzed by the categories which consists of curriculum continuity, balance, and diversity, representing as assessment contexts by the national P.E. curriculum. In result, the part of creative expression and appreciation(36.79%) was highest score in curriculum continuity, and expression was 33.85% otherwise creativity was 3.77% in terms of balance. Self-assessment was 80.19%, check-list was 28.30%, performance-assessment was 66.98% in diversity for 3-4th graders assessment’. For 5~6 graders' assessment, creative expression and appreciation(52.24%) were highest scores in curriculum continuity, and appreciative competence was 27.36% in the balance, self-assessment was 67.16%, check-list was 32.84%, performance assessment was 64.18%. For 7~9 graders' assessment, attribute and history and patterns were 46.80% in curriculum continuity. Understandings were 62.25% otherwise creativity was only 4.64%. Self-assessment was overwhelmingly 92.94% but mutual-assessment was only 7.06%. paper-assessment was 52.49% in Diversity. In conclusion, assessment in the textbook revealed that creative expression and appreciation in terms of continuity was the highest score, but creativity in terms of balance was the lowest score.

참고자료

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