KCI등재후보
고등학교 체육수업에서의 수행평가 적용상 문제점 분석 = Analysis on Problems of Performance Assessment Application in Physical Education of High School
저자
발행기관
학술지명
권호사항
발행연도
2005
작성언어
Korean
KDC
692.000
등재정보
KCI등재후보
자료형태
학술저널
발행기관 URL
수록면
33-51(19쪽)
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1
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This study aims to understand and analyze problems on applying performance assessment to physical education in high school, and to offer basic data to seek for measures to settle performance assessment in physical education. The specific themes are, first, we analyze the present condition of reflection of the assessment in physical training. knowledge. and attitude in physical education. Second. we analyze teachers' implementation of performance assessment. Third, we compare the recognition of performance assessment according to students' gender. Fourth, we compare the recognition of performance assessment according to the type of schools. For the research, twelve high schools in the Metropolitan area were randomly selected, and 50 physical education teachers and 305 high school students in third grade were polled. Collected data from teachers were classified by type after frequency study. and the data from the students were analyzed in terms of frequency. by the means of Independent T-test for verification of average deviation between male and female students and by means of one-way ANOVA for analysis of school type-related results. When there was any significant difference among groups, Tukey method was applied for the aftermath verification.
The results are as follows. First, the reflection rate of assessment on physical training. knowledge and attitude in physical education was found to be 60: 30: 10. Second, teachers implement physical training assessment mostly in two sports per semester. Most teachers assess focusing on the record (the number of times), and implement the assessment twice per each sport. Classroom assessment and assignment assessment are implemented if required. As for exam questions for knowledge assessment. most teachers gave only multiple-choice type questions. Most teachers also implement knowledge assessment with various other measures such as experiment. drill, physical training test and report. Assessment of attitude is mostly implemented by teachers. They evaluate such factors as uniform, participation, attendance, absence, and lateness. Students' behavior and attitude during classes are also mostly reflected in assessment. 68.8% (thirty three) respondents answered that they evaluated students' attitude every class.
Third. as for the awareness of performance assessment according to students' gender, both boys and girls are found to be well aware of the assessment. They showed positive responses toward the number of assessment, fairness and accuracy of self assessment and peer assessment; toward humanistic education and academic achievement which are results of performance assessment, boys showed positive responses whereas girls showed negative ones.
Fourth, the comparison of awareness of performance assessment according to school type shows that respondents from all types of boys', girls' and co-ed high schools responded positively, and especially respondents from boys' high school answered more positively. As for the reflection of students' interest on the assessment, respondents from all types of boys', girls', and co-ed high schools responded negatively, and especially respondents from co-ed high schools answered more negatively. Respondents from all types of high school, especially those from girls' high schools answered positively to the question regarding standards, function of performance assessment, appropriateness of reflection rate and the number of assessment of students' knowledge and attitude. With regard to fairness of performance assessment and accuracy of self assessment and peer assessment, respondents from both boys' and girls' high schools answered positively, especially there were more positive answers from girls' high schools. Respondents from boys' and girls' high schools answered more negatively than those from co-ed high schools to the question regarding effectiveness of group assessment in performance assessment. To the question of contribution of performance assessment to humanistic education, respondents from co-ed high schools answered more negatively than those from boys' and girls' high schools.
Respondents from boys' and girls' high schools showed positive responses on the contribution of performance assessment to academic achievement, whereas respondents from coeducational high schools showed negative responses. which is statistically significant(F=3.909, p= .021). However, aftermath verification showed that only respondents from boys' and coeducational high schools showed significant difference (p= .020).
분석정보
연월일 | 이력구분 | 이력상세 | 등재구분 |
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2016 | 평가예정 | 신규평가 신청대상 (신규평가) | |
2008-05-07 | 학회명변경 | 한글명 : (사단법인) 한국스포츠리서치 -> 한국스포츠리서치영문명 : Korea Sport Research -> journal of korea sport research | |
2008-04-01 | 평가 | 등재후보 탈락 (기타) | |
2006-04-03 | 학회명변경 | 한글명 : 한국스포츠리서치 -> (사단법인) 한국스포츠리서치 | KCI후보 |
2006-01-01 | 평가 | 등재후보 1차 FAIL (등재후보2차) | KCI후보 |
2005-01-01 | 평가 | 등재후보 1차 PASS (등재후보1차) | KCI후보 |
2004-01-01 | 평가 | 등재후보 1차 FAIL (등재후보1차) | KCI후보 |
2003-01-01 | 평가 | 등재후보학술지 선정 (신규평가) | KCI후보 |
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