문학 영역 수행평가를 위한 교사·학생 포트폴리오 모형 연구

Abstract

A higher level of thinking skill is necessary to uprear the students to be creative which is required in the 21st century, the information age. Accordingly, the demand for new teaching-learning assessment method getting out of results centered teaching-learning assessment method is a natural flow of the time. The multiple choice items assessment is one of results centered assessment incapable of measuring the learners' learning performance and achievement properly, and is limited in offering learners optimal feedback. Such problems bring about the need of such assessment capable of providing the information of learners' learning progress level and good. weak points in literary abilities. Hereupon, the purpose of this study lies in connecting the portfolio assessment in literacy field to junior high school curriculum for the students and then seeking for its educational possibility. Although the assessment for literary education should be able to measure the dense of intellectual .emotional experiences of the learners seen in the course of understanding and appreciating literary works, and to pursue their internal aspects, it's not that easy because literary education involves affective elements accompanying various individual variation. From the view, the significance of the literary education assessment may lies in understanding learners qualitatively as the literature receivers via their process of being immersed in the texts rather than in measuring a certain achievement, and conforming the results. The performance assessment is the very thing showing a great deal of suggestive points as the solution to such problems. Portfolio is most optimal one among those many performance assessments which is capable of holding the individual variation and advanced records that take place during the literary education. Portfolio assessment has become an alternative tool able to assess the whole literary experiences through the assessment of being balanced in contents, balanced in cognitive and affective realms, understanding. appreciating and expressing abilities about literary works, and literary activities. However, the application of portfolio method to the performance assessment in literary realm requires its users to understand what portfolio is. Hereupon, this researcher revealed here the concept and properties of the portfolio and their types acting differently to their purposes. And concrete explanation of the contents that necessary for making up the portfolio, and the guideline for grading method have been added. This study planned a performance assessment in literary realm in the junior high school second semester of second grade using the portfolio. It settled an achievement criteria in literary realm and then tied it to the targeted assessment for the unit of the second semester. In addition, it set up a qualitative assessment existing criteria of 3 points reflecting achievement realm. Assessment tools were developed suitable for each realm. In this study, an improvement of literary abilities of the students is not only the extreme goal of literary teaching- learning but also the extreme goal of assessment. Provide the significance of portfolio assessment in literary field should lie in recovering its original purpose, it would be well used for teaching the lifelong learners who subjectively enjoy literature since it activates the interaction between the teaching-learning and curriculum, learners and teachers.