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This ethnographic case study of a public co-ed middle school attempts to explore the meaning of student assessment, which social studies teachers were constructing in their middle school classrooms. During the first semester of the academic year 2000, I conducted a participant observation in Pyolnim middle school located in a middle-class community of Seoul, Korea. I collected a variety of data drawn from classroom observations, in-depth interviews, teaching materials, and official school documents. I tried to provide a thick-description of how social studies teachers perceived the meaning of student assessment in this particular middle school. Especially I focused on understanding the meaning of school test (or examination) of which social studies teachers perceived, especially when coupled with some conventional types of teacher collaboration (e.g., chindo and developing exam items together) made sense of by social studies teachers, and to interpret what consequences their meaning-making had for social studies teaching and learning.
In short, this study maintains that the meaning of student assessment at the classroom level resulted from the interplay between social studies teachers' pedagogical perspectives and beliefs and the instructional environments constrained by the institutional culture of Korean middle schools. Particularly, this circumstance, I argue, tended to bring on a decoupling of "enacted curriculum" and "student assessment," that is, a severe gap between what teachers actually taught in their classrooms and what they assessed by their assessment tools. The overall findings imply that social studies researchers revisit the nature of defensive assessment strategies within classrooms taken by the practitioners as educational gatekeeper, and rethink the consequences of teacher collaboration with varying instructional conditions.
In short, this study maintains that the meaning of student assessment at the classroom level resulted from the interplay between social studies teachers' pedagogical perspectives and beliefs and the instructional environments constrained by the institutional culture of Korean middle schools. Particularly, this circumstance, I argue, tended to bring on a decoupling of "enacted curriculum" and "student assessment," that is, a severe gap between what teachers actually taught in their classrooms and what they assessed by their assessment tools. The overall findings imply that social studies researchers revisit the nature of defensive assessment strategies within classrooms taken by the practitioners as educational gatekeeper, and rethink the consequences of teacher collaboration with varying instructional conditions.
목차
≪내용 요약≫
Ⅰ.문제 제기
Ⅱ.이론적 배경
Ⅲ.연구 설계 및 방법4)
Ⅳ.사회과 교사에 의해 만들어지는 학습 평가의 의미
Ⅴ.논의 및 시사점
[참고 문헌]
[Abstract]
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UCI(KEPA) : I410-ECN-0101-2009-374-013980752