지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
California Standards Tests(CST) in history are the student achievement tests being standards-based and standardized. While California History Standards enumerate the contents that students need to acquire at each grade level, CST in History arranges which contents need to be emphasized among them. Besides as some ‘important’ contents prescribed by the state government were often made into questions, it is difficult for students to achieve balanced comprehension.
California government has utilized CST results as an index of State Accountability Requirements and Federal Accountability Requirements. The results of CST in history especially took more important role in State Accountability Requirements than Federal Accountability Requirements. State and Federal government implementing the accountability system in accordance with CST is to expect that the pressure on schools lead to improve student achievement. It is possible to estimate that the actual purpose of CST is to implement the school and district-level accountability system.
I investigated how history teachers recognize the CST in history and how they used the results of tests. Ten history teachers responded to the survey did not trust CST in history, and did not actively used the test results. Most of them showed antipathy against the accountability system using the results of CST that students do not take seriously. Recent actively pursuing the standardized achievement tests, Korean government should be considered the current situation in the United States as mentioned.
California government has utilized CST results as an index of State Accountability Requirements and Federal Accountability Requirements. The results of CST in history especially took more important role in State Accountability Requirements than Federal Accountability Requirements. State and Federal government implementing the accountability system in accordance with CST is to expect that the pressure on schools lead to improve student achievement. It is possible to estimate that the actual purpose of CST is to implement the school and district-level accountability system.
I investigated how history teachers recognize the CST in history and how they used the results of tests. Ten history teachers responded to the survey did not trust CST in history, and did not actively used the test results. Most of them showed antipathy against the accountability system using the results of CST that students do not take seriously. Recent actively pursuing the standardized achievement tests, Korean government should be considered the current situation in the United States as mentioned.
목차
1. 머리말
2. 역사 표준시험의 연혁과 내용
3. 주 정부의 역사 표준시험 활용
4. 역사 표준시험에 대한 교사들의 반응
5. 맺음말
〈부록〉
참고문헌
참고문헌 (17)
참고문헌 신청
김민정 / 2010 / 미국 주 단위 고등학교 역사과 평가 체제의 실제 -매사추세츠 주를 중심으로- / 역사교육논집 (44):115~136
김유리 / 2012 / 미국의 주 단위 역사 표준시험과 성적책임제 / 역사교육논집 (49):231~256
박혜정 / 2009 / 미국 세계사 교육 속의 지구사 － 사대 교수유형과 주교육표준의 분석을 중심으로 － / 역사학보 (201):303~334
윤세철 / 1997 / 다시 일어 선 역사: 최근 미국 역사교육 강화와 관련하여 / 歷史敎育 (62)
California Department of Education / 2000 / History-Social Science Content Standards for California Public Schools / CDE press
김유리 / 2012 / 미국의 주 단위 역사 표준시험과 성적책임제 / 역사교육논집 (49):231~256
박혜정 / 2009 / 미국 세계사 교육 속의 지구사 － 사대 교수유형과 주교육표준의 분석을 중심으로 － / 역사학보 (201):303~334
윤세철 / 1997 / 다시 일어 선 역사: 최근 미국 역사교육 강화와 관련하여 / 歷史敎育 (62)
California Department of Education / 2000 / History-Social Science Content Standards for California Public Schools / CDE press
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UCI(KEPA) : I410-ECN-0101-2014-374-001415312