학습공동체를 통한 과학교사의 평가에 대한 신념에 관한 연구

This study examined the beliefs that teachers have in order to pursue assessments for student growth. For this purpose, a 20-hour program using learning community was applied to ten science teachers evaluations and a qualitative method was used to explore the beliefs of teachers about evaluation. The resulting data is as follows. The first area was a belief in the existence of objective scoring criteria. Secondly, the teacher's belief in evaluation shows that an objective scientific concept will exist considering the characteristics of science. When these beliefs were revealed, we observed that each learning community made different judgments based on social consensus, absolute standards, and essential attributes of scientific knowledge. Third, the teacher's assessment beliefs focused on discriminating aspects concerning the purpose of performance assessment. However, with much discussion in the learning community, participants came to believe that the purpose of performance assessment should focus on student growth and recognized that they should evaluate the process rather than discriminatory aspects.