교사평가 모형 탐색 : 대표적인 형성평가 및 총괄평가 모형을 중심으로

서지정보

ㆍ발행기관 : 경인교육대학교 교육연구원 ㆍ수록지정보 : 교육논총
ㆍ저자명 : 윤기옥

목차

Ⅰ. 들어가는 말
Ⅱ. 교사평가 방법
Ⅲ. 교사평가 모형 탐색
Ⅳ. 교사평가 모형 분석
Ⅴ. 나오는 말
참고문헌
Abstract

한국어 초록

교육의 질에 영향을 미치는 중요한 요인은 교사의 질이다. 그리고 교사의 질 향상에 중요
한 의미를 지니는 것이 교사평가이다. 실제로 교사평가는 교사의 직전교육 및 현직교육의
개혁, 학교개혁, 수업개혁에 중요한 의미를 지니게 되었다.
본 연구에서는 다음을 살펴보았다.
1. 최근에 교사평가를 위해 실제로 어떤 방법이 이용되고 있나?
2. 실제로 이용되고 있는 교사평가모형에는 어떠한 것이 있나? 그러한 교사평가 모형들
은 어떤 목적을 지니고 있나? 교사에 대한 의사결정 상황에 따라 어떤 교사평가 모형이
이용될 수 있나?
그리고 이러한 것이 한국에서의 교사평가의 실제에 어떤 시사점을 줄 수 있는지를 간단
히 살펴보았다.

영어 초록

There is a growing realization that there is no area in education that has more
potential for the improvement of instruction and indeed improvement of schools
themselves than a successful teacher evaluation system. In the United States the
1983 Federal Commission on Excellence in Education document, A Nation At Risk,
has given a further imperative for effective teacher evaluation. Therefore it has
been regarded essential that schools and school districts develop a
supervision/evaluation system that uses the skills of existing staff to the extent
possible so that the quality of instruction can be enhanced.
In this study the following were explored.
1. What are the teacher evaluation methods that are used recently?
2. What are the teacher evaluation models that are used recently? What are
the objectives that these teacher evaluation models have? Depending on the
situations, which teacher evaluation model can be useful for decision making?
Based on what was explored, the implication they can give for teacher
evaluation in Korea was briefly examined.
As for the ways to evaluate teachers that implicitly define good teaching,
which are labeled according to their most distinctive feature, traditional impressionistic, clinical supervision, research-based checklist, high inference
judgements, interviewing, paper and pencil tests, management by objectives, job
analysis, duties-based approach, theory-based approach, student
learning(improvement) outcomes, consumer ratings, peer ratings, self-evaluation,
metaevalution of existing models were described.
Ten representative evaluation models were briefly described and analysed based
on their purposes - summative /or formative evaluation, and their worth for
decision making situations such as (1) pretenure(intern) retention, (2) professional
development, (3) tenure, (4) posttenure retention, (5) merit pay or similar benefits,
(6) promotion (or preparation for area of responsibility), (7) reduction in teaching
force, (8) dismissal (for just cause), (9) self-assessment and self development.
They were Hunter model, McGreal model, Iwanicki model, Withers model, Manatt
model, Toledo model, Shinkfield model, NBPTS model, Tennessee model, and
Dallas model.
What is important is not the existence of teacher evaluation, whether it be
formative and/or summative teacher evaluation, but if it is recognized that quality
of education depends on teacher quality and if they try to establish the system
and climate where the stakeholders cannot but try to improve themselves
incessantly and collectively, always checking the progress of students'
achievement.

참고 자료

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