사회과의 고급사고력 프로그램과 참평가 개발 연구

Abstract

The performance assessment is recently introduced into social studies classrooms in Korean secondary schools. The performance assessment tries to assess whether objectives of instruction are really achieved or not in terms of students' observable real behaviors. For this purpose, the assessment emphasizes on finding or evaluating students' higher order thinking ability, the problem solving ability, and the process of a study. Such abilities are very crucial in social studies. Teachers and students, however, are not familiar with this type of assessment. Therefore, as a means of helping teachers, this study suggests directions and methods for the performance assessment in social studies. Above all, instead of lectures or recitation, responsive discussion should be conducted in the classrooms for the enhancement of higher order thinking. Concept teaching, cooperative learning and teaching of controversial issues are also necessary. In addition, performance assessment tasks should be clearly developed before the assessment. Finally, portfolios and essay type tests are recommended as specific forms of performance assessment in social studies.