교수·평가 통합을 위한 과정평가 디자인하기 > 교육학

‘교육’이 학생의 잠재 능력을 발전할 수 있도록 도와주는 것이고, 학생이 지니고 있는 위대한 장점을 펼치게 하는 것이 ‘학습’이라면 지금까지 우리의 교육은 점수로 인간을 규정하며 학생들의 숨은 보화를 캐내는 일에 무관심해 왔다.
최근 깨어 있는 평가자들은 전통적인 검사만으로는 피검사자의 특정한 능력을 정확히 재는 일이 불가능하다는 인식 하에 결과와 함께 과정을 평가하는 새로운 방법을 찾게 되었다. 즉, 보다 직접적이고 과정을 중시하는 평가가 필요하다는 것이다. 이 책에서는 다음과 같은 내용을 다루고 있다.
1장은 미래를 예측하는 것이 어려워지고 있는 현 시점에서 미래 사회에서 능력을 발휘하는 미래형 인재에 대해 논하였다. 이러한 맥락에서 미래 인재가 갖추어야 할 역량을 가르칠 수 있는 교육의 방향이 무엇인지 살펴보았다.
2장은 미래형 교육과정의 주요 테마인 핵심역량 교육의 의미와 그것을 가르치기 위한 학교교육과 교사의 변화 방향을 제시하였다. 또, 이러한 교육적 변화의 중심에 있는 과정평가에 주목할 것을 주장하였다.
3장은 전통적 평가 체계가 지닌 한계점과 새로운 평가 체계로의 전환에 대하여 기술하였다. 새로운 평가는 교수와 평가가 통합되는 과정 중심 평가인데 이에 적합한 평가도구가 왜 포트폴리오 제작물인지에 대한 이론적 근거를 확인할 수 있다.
4장은 포트폴리오 제작물에 대한 이해를 돕기 위해 포트폴리오의 의미, 포트폴리오가 갖는 교수적 가치, 포트폴리오 평가의 의미, 포트폴리오 평가의 목적 등에 대하여 살펴봄으로써 과정평가 도구에 대한 의미와 가치를 확인할 수 있다.
5장은 포트폴리오 제작물을 구안과정의 이해를 돕기 위해 제작물에 포함될 필수 요소와 사용목적, 그리고 포함될 내용, 내용을 담을 평가기법 선택과 실례 등을 안내하고, 포트폴리오 제작물을 활용한 수업에서 요구되는 지도안과 실제 자료, 채점 방법 등을 제시하였다.
6장은 초중등 전 교과 교사들과 필자가 직접 구안하고, 실제 교육 현장에 적용하여 실용성을 검증한 도구 80가지를 소개하였다. 이 자료는 현장 교사들이 앞으로 더 나은 과정평가 도구를 개발하는 데 도움을 줄 수 있을 것이다.

목차

머리말 / 3

제1장 미래 사회와 미래 인재 ························································9
가. 미래, 불확실한 세계 ························································11
나. 미래사회에서 살아남으려면 ················································17
다. 교육, 미래를 대처하는 열쇠 ···············································22

제2장 현재 진행형의 미래형 교육 ·················································27
가. 교육과정: 미래를 보는 거울 ···············································29
나. 왜 핵심역량인가? ····························································33
다. 핵심역량 시대, 교사는? ····················································37
라. 평가, 끝이 아닌 시작 ·······················································43

제3장 새로운 평가 ······································································49
가. 새로운 평가의 태동 ·························································51
나. 수행평가의 특성 ·····························································55
다. 교수와 평가가 통합되는 과정 중심 평가 ·······························59
 

제4장 포트폴리오 이해 ································································63
가. 포트폴리오의 의미 ··························································65
나. 포트폴리오의 교수적 가치 ·················································73
다. 포트폴리오 평가의 의미 ····················································82
라. 포트폴리오 평가의 목적 ····················································84

제5장 포트폴리오 제작물 활용 ·····················································87
가. 포트폴리오 제작물이란? ····················································89
나. 포트폴리오 제작물 구안 및 활용 ·········································90
다. 포트폴리오 제작물 내용 ····················································93
라. 포트폴리오 제작물 기법 선택 ·············································95
마-1. 포트폴리오 제작물을 활용한 지도안 ································107
마-2. 포트폴리오 제작물을 활용한 수업의 실제 Ⅰ ·····················108
마-3. 포트폴리오 제작물을 활용한 수업의 실제 Ⅱ ·····················111
바. 포트폴리오 제작물 평가 ··················································117
 

제6장 제작물의 실제 80 ····························································123
국어 ················································································125
수학 ················································································139
사회 ················································································153
도덕 ················································································169
과학 ················································································173
실과 ················································································181
체육 ················································································189
음악 ················································································207
미술 ················································································221
영어 ················································································231

∙ 참고문헌 ········································································236
∙ 찾아보기 ········································································241

저자소개

조한무 경인교육대학교 교수. 한국교실수업개선 자문위원. 한국홀리스틱교육학회장. 꿈 넘어 꿈 과정평가연구소장.
관심분야: 대안평가, 포트폴리오 수업 방법, 교수와 평가의 통합적 접근, 과정평가 방법, 자유학기제를 위한 평가
한상모 교사. 꿈 넘어 꿈 과정평가연구원.
이바름 교사. 꿈 넘어 꿈 과정평가연구원.
홍명기 교사. 꿈 넘어 꿈 과정평가연구원.

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