디자인 프로젝트 수행 평가를 위한 루브릭 개발

Abstract

Abstract

If education in the past emphasizes the ability to memorize and understand fragmentary and realistic knowledge, it will be possible to acquire, analyze, criticize and synthesize necessary knowledge and information, Ability, ability to solve problems in collaboration with others. It is a performance evaluation that can appropriately evaluate and extend the ability of learners in response to these demands. In the performance evaluation, the objectivity of the evaluation result, the fairness and the reliability of the evaluation should be ensured. As a solution and a solution to such a problem, an alternative assessment has emerged as a performance evaluation using the rubrics. These questions raise questions about learner complaints, complaints, and assessments at the end of each semester. However, predictable evaluation. If you share the criteria and criteria of the scoring with the learners, you can improve the reliability of scoring and evaluation of reports and presentations. Therefore, if rubrics, which is a highly reliable evaluation tool for evaluation and scoring, is set as an evaluation criterion for the design class, and if the learner-instructor is shared, it will be possible to solve the complaints about the evaluation of the learners, The purpose of this study is to develop a rubrics that can be used for an objective evaluation. In order to carry out this research, firstly, the rubrics which are used in the existing rubrics concept and education field through the study of the precedent literature and its effects are examined. In the design related course of the university where the researcher works, the lecturer and the learner discuss the rubrics. Apply the developed rubrics to evaluation of the design project results. In this way, it is judged that the development of the design education is meaningful by providing a basis for evaluating the results of the design project, which is developed to evaluate the execution of the design project. In order to achieve the purpose of this study, we tested the suitability of the rubrics evaluation tool developed with the learner. Data were analyzed using SPSS21 for Windows statistical program. As a result of evaluating the data, the understanding tool of the evaluation tool was the highest, followed by the validity of the tool and utilization of the result.

The results of this study are as follows. The evaluation tool has the highest degree of comprehension score, which means that the rubrics evaluation tool presented in this study can be easily understood by the learner who is not a teacher or an expert. In addition, the high validity score of the tool means that the evaluation tool is valid for the design project performance evaluation, and it can be interpreted as applicable to the design project performance evaluation. On the other hand, the reliability and validity items showed the lowest relative to other items because the learners still think that the subjective opinion of the evaluator is much more effective even if they are evaluated using the rubrics, It can be thought that it has a distorted view. And the lowest score of validity is that the use of rubrics in design education is not yet generalized, so it seems that they are not used to provide useful feedback or performance guide to learners. In order to solve this problem, it takes some time. Experts in design education will need to continuously develop rubrics, which is an objectively evaluated evaluation system, and rubrics to be developed. Based on the results of this study, the following suggestions are made. First, in order to evaluate the performance of the design education, it is necessary to develop a rubrics suitable for the subject after the instructor has had sufficient mutual consultation process about the criterion of the performance and the reference level with the learner before the evaluation. Second, it will be necessary to construct the rubrics such as the level of learning achievement and sex distribution of learners participating in the process of developing rubrics. Third, the rubrics developed in this study need to be developed more precisely and more precisely and applied to future performance evaluation. Further research on how the rubricss have influenced learners' Analysis will be needed.

▪ Key words : design education, performance evaluation, performance criteria, rubric, instructor, learner