본 연구는 과정 중심 평가를 수행하면서 맞닥뜨릴 수 있는 정책과 실제간의차이를 Eisner이론에 기반해 드러내는데 목적이 있다. 이를 위해 과정 중심 평가 실행문서들을 중심으로 평가의 계획-수행-결과 기록 단계에서 발생 가능한 문제들을 확인하였다. 첫째, 평가의 계획 단계에서는 계획된 평가만을 강조하는 평가를 들 수 있다.
과정 중심 평가는 평가를 통해 수업 안의 역동성과 상호작용을 확인하고자 하므로실제와 정책간 차이가 발생하게 된다. ‘교육적 감식안’에 근거한다면 사전에 계획한평가만을 강조하는 것은 이를 충분히 고려하지 않은 수행으로 보인다. 둘째, 평가의수행 단계에서는 평가 근거 자료의 표현 방법을 제한하는 평가를 꼽을 수 있다. 이차이는 학교에서 강조하는 표현 방법에 유능한 학생들에게는 유리하지만, 영 교육과정에 유능한 학생에게는 불평등의 문제를 불러오면서 발생하게 된다. 따라서 영 교육과정을 고려하여 평가 방법을 개방할 필요가 있다. 셋째, 성취기준 도달을 평가의목표로 강조하면서 발생하는 차이이다. 이는 학생이 마주한 맥락의 실제성과 그 안에서 학생의 배움을 강조하는 역량중심교육과정과도 거리가 있는 평가로, 사전에 설정된 목표의 달성만을 강조한 교육과정을 비판한 Eisner의 표현적 결과 개념을 활용해문제를 드러내고자 하였다. 이후 구체적인 대안으로서 교육 비평의 개념을 활용해학생의 실천과 그 가치를 서술하는 방안을 제시하였다.
The purpose of this study is to reveal gaps between intent of process-focused assessment and its implement basing on Eisner's theory. To this end, possible contradictions in the planning-execution-result recording stage of processfocused assessment are detected in related documents. After that, Eisner’s evaluation concepts, for example, Null Curriculum, Educational Connoisseurship, Educational Criticism, and Expressive Outcome are presented. First, as a gap in the planning stage of evaluation, only the planned evaluations are emphasized is criticized. Actually, the intent of process-focused assessment is to stimulate dynamism and interaction through evaluation in class. So, this study proposes mobilizing Educational Connoisseurship, for reducing the rigidity of evaluation. Second, as a gap in the stage of evaluation, an evaluation fixing the expressing way of the study result is presented. This contradiction is advantageous for students who are competent in the writing, speech, and formulas that are emphasized at school. So, considering the null curriculum, opening up the evaluation method is necessary. The third gap is confusion between educational objectives and achievement standards as the goal of evaluation. But this is far from the competency-based curriculum that emphasizes learning within the authentic context and students' interactions in it. Using Eisner's expressive outcome concept criticizing the achievement of pre-set goals is presented, and a method to describe students' practices and values using the concept of educational criticism is proposed as an alternative.
The purpose of this study is to reveal gaps between intent of process-focused assessment and its implement basing on Eisner's theory. To this end, possible contradictions in the planning-execution-result recording stage of processfocused assessment are detected in related documents. After that, Eisner’s evaluation concepts, for example, Null Curriculum, Educational Connoisseurship, Educational Criticism, and Expressive Outcome are presented. First, as a gap in the planning stage of evaluation, only the planned evaluations are emphasized is criticized. Actually, the intent of process-focused assessment is to stimulate dynamism and interaction through evaluation in class. So, this study proposes mobilizing Educational Connoisseurship, for reducing the rigidity of evaluation. Second, as a gap in the stage of evaluation, an evaluation fixing the expressing way of the study result is presented. This contradiction is advantageous for students who are competent in the writing, speech, and formulas that are emphasized at school. So, considering the null curriculum, opening up the evaluation method is necessary. The third gap is confusion between educational objectives and achievement standards as the goal of evaluation. But this is far from the competency-based curriculum that emphasizes learning within the authentic context and students' interactions in it. Using Eisner's expressive outcome concept criticizing the achievement of pre-set goals is presented, and a method to describe students' practices and values using the concept of educational criticism is proposed as an alternative.