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Article

전자저널 논문

2019; 29(4): 507-524

Published online November 30, 2019 https://doi.org/10.29275/jerm.2019.11.29.4.507

Copyright © Korea Society of Education Studies in Mathematics.

Perceptions of High School Mathematics Teachers on Process-focused Assessment

고등학교 수학교사의 과정 중심 평가에 대한 인식 조사

오서영, 권나영, 김소민

Abstract

This study investigated mathematics teachers’ perceptions on process-focused assessment. We developed a survey based on seven areas (purposes, types, core competence, relevance, usages, feedbacks, and general opinion on assessment) and gathered 125 data of high school mathematics teachers in Incheon area. The data were analyzed using an Importance-Performance Analysis (IPA) method, which showed that the teachers considered importance higher than their performances in the surveyed areas. In addition, the results of general opinion on assessment demonstrated that teachers have positive perceptions on introducing and implementing process-focused assessment, which would improve students’ mathematical abilities. However, the results also indicated that teachers consider implementing process-focused assessment more difficult than results-oriented assessment.

Keywords수학교사의 인식,과정 중심 평가,중요도-수행도 분석(IPA),mathematics teachers’ perceptions,process-focused assessment,Importance-Performance Analysis