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In this study, it is intended to establish the right objectives criterion in assessment of history education and present their detailed items according to their hierarchy. As the preceding steps towards it, several objectives criteria of the history education assessment at home and abroad are analyzed. Among them was found that the hierarchy in Bloom’s taxonomy(New edition) and Marzano’s taxonomy of educational objectives were well set up. However, unlike them, a few problems were found in the objectives criterion of history examinations in Korea, since they only covered the specific area the tests tried to give.
One of the problems is that the objectives criterion lack consistency, due to the different objectives criterion each test refers to. Second, the features of history assessment are blurred since History belongs to the Social Studies. Furthermore, there is little hierarchy in the objectives criterion itself, which leads to difficulties we have using them in tests with students of different levels.
It is concluded that in order to set up hierarchy of the objectives criterion in history assessment, more detailed items matching the level of student should be designed as a subordinate concept. In other words, we need to have a consistent national objectives criterion like the UK and the USA which all the examiners can refer to with the same criteria. Those objectives criterion should be established so that they can effectively test students’ capability of understanding history and along with them, appropriate test item levels should be followed.
This study suggests several items as the right objectives criterion in assessment of History: understanding of chronological events, awareness of historical environment and issues, analysis and interpretation of historical materials, historical exploration, and historical imagination and judgement. Also, the subordinate items of each target are defined respectively according to the levels of students.
This is a meaningful task since this trial can be the threshold of measuring the learner’s capability with a consistent attainment targets. But, further exploration into establishing hierarchy in assessment items should be done.
One of the problems is that the objectives criterion lack consistency, due to the different objectives criterion each test refers to. Second, the features of history assessment are blurred since History belongs to the Social Studies. Furthermore, there is little hierarchy in the objectives criterion itself, which leads to difficulties we have using them in tests with students of different levels.
It is concluded that in order to set up hierarchy of the objectives criterion in history assessment, more detailed items matching the level of student should be designed as a subordinate concept. In other words, we need to have a consistent national objectives criterion like the UK and the USA which all the examiners can refer to with the same criteria. Those objectives criterion should be established so that they can effectively test students’ capability of understanding history and along with them, appropriate test item levels should be followed.
This study suggests several items as the right objectives criterion in assessment of History: understanding of chronological events, awareness of historical environment and issues, analysis and interpretation of historical materials, historical exploration, and historical imagination and judgement. Also, the subordinate items of each target are defined respectively according to the levels of students.
This is a meaningful task since this trial can be the threshold of measuring the learner’s capability with a consistent attainment targets. But, further exploration into establishing hierarchy in assessment items should be done.
목차
1. 머리말
2. 현행 목표 준거의 특징과 한계
3. 목표 준거의 위계화
4. 맺음말
참고문헌 (24)
참고문헌 신청
1. [보고서] - 이병희 / 2006 / 국사과 평가 문항의 개발 연구(2006년도 한국사연구지원 결과보고서)
2. [보고서] - 최상훈 / 2007 / 제1회 한국사능력검정시험 문항 분석 및 계열성 연구(2007년도 한국사연구지원 결과보고서) : 3 ~ 5
3. [학술지(정기간행물)] - 최상훈 / 2007 / 대학수학능력시험 역사영역 평가목표의 개선방안 / 역사교육연구 (6) : 133 ~ 175
4. [학술지(정기간행물)] - 이혜숙 / 2006 / Bloom의 신교육 목표 분류틀에 기초한 중학교 생물 영역의 목표 분류 / 한국생물교육학회지 34 (3) : 365 ~ 376
5. [단행본] - Lorin W. Anderson / 2005 / 교육 과정 수업 평가를 위한 새로운 분류학 / 아카데미프레스
2. [보고서] - 최상훈 / 2007 / 제1회 한국사능력검정시험 문항 분석 및 계열성 연구(2007년도 한국사연구지원 결과보고서) : 3 ~ 5
3. [학술지(정기간행물)] - 최상훈 / 2007 / 대학수학능력시험 역사영역 평가목표의 개선방안 / 역사교육연구 (6) : 133 ~ 175
4. [학술지(정기간행물)] - 이혜숙 / 2006 / Bloom의 신교육 목표 분류틀에 기초한 중학교 생물 영역의 목표 분류 / 한국생물교육학회지 34 (3) : 365 ~ 376
5. [단행본] - Lorin W. Anderson / 2005 / 교육 과정 수업 평가를 위한 새로운 분류학 / 아카데미프레스
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UCI(KEPA) : I410-ECN-0101-2009-374-018853518