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
This study set out to develop Achievement Standards and Achievement Levels ( in t he following ASs a nd A Ls) in H istory b ased on 20 0 9revised National Curriculum. Notably, 2009 revised National Curriculum has been seen as a way to elevate learning standards, ensuring that all students perform according to learning goals outlined in the curriculum development. To achieve this it is considered that the best way is to provide teachers with ASs for each subject curriculum that enable them to embed assessments within the lessons. Moreover, the implementation of a criterion referenced evaluation for secondary education gave rise to the formation of this project.
In this study, the main findings of the existing body of research on ASs and ALs in the field of history education, especially those about curriculum sequence, are referred in an attempt to ensure a much closer alignment between assessments and curriculum development.
Across school levels developed are one hundred and eighty-six ASs. In doing this, an emphasis is put on indicating what students should learn and on which level they should be taught.
The ASs and ALs configured in this study can be used both for identifying individual student learning needs and for implementing a criterion referenced assessment. Moreover, it is worth noting that the introduction of ASs and ALs can play a significant role in promoting teacher professionalism, encouraging them to develop both subject matter and pedagogical knowledge.
In this study, the main findings of the existing body of research on ASs and ALs in the field of history education, especially those about curriculum sequence, are referred in an attempt to ensure a much closer alignment between assessments and curriculum development.
Across school levels developed are one hundred and eighty-six ASs. In doing this, an emphasis is put on indicating what students should learn and on which level they should be taught.
The ASs and ALs configured in this study can be used both for identifying individual student learning needs and for implementing a criterion referenced assessment. Moreover, it is worth noting that the introduction of ASs and ALs can play a significant role in promoting teacher professionalism, encouraging them to develop both subject matter and pedagogical knowledge.
목차
1. 머리말
2. 성취기준 개발의 배경과 방향
3. 성취기준과 성취수준의 개발 원리
4. 행동 동사에 따른 성취수준 구분
5. 맺음말
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UCI(KEPA) : I410-ECN-0101-2014-374-001415372