평가 루브릭의 개발과 활용 > 교육학

루브릭은 평가의 이런 방향성을 충족시키기 위한 방법으로 등장한 하나의 평가도구 내지 채점도구라 할 수 있다. 이 책은 미래지향적 평가의 방향성을 담아낼 수 있는 유용한 방편이자 도구로서 평가용 루브릭을 개발하고 활용할 수 있는 구체적인 방법을 다루고 있다. 루브릭은 평가의 목적과 방법을 분명히 하고, 평가에 대한 교사와 학생의 주체적 인식을 강화하며, 평가의 대상에 포함된 하위 요소를 분명히 하는 데 매우 구체적인 도움을 줄 수 있는 유용한 도구이기 때문이다. 이와 같은 루브릭의 유용성은 초중등교육은 물론 대학교육의 평가 상황에도 마찬가지다. 언젠가는 초중등교육 맥락을 위한 루브릭의 개발과 활용에 주안점을 둔 전문안내서도 필요하겠지만 여기서는 루브릭의 기초부터 다룰 수 있도록 대학교육 맥락을 중심으로 루브릭의 개발과 활용 방법을 구체적으로 다루었다.

목차

머리말 ·····································································3
제1부 루브릭의 기초
제1장 루브릭의 개념 및 구성요소 ············································15
루브릭이 필요한 상황 ····················································17
루브릭의 구성요소 ·······················································19
루브릭의 각 요소에 대한 설명 ···········································21
나의 첫 루브릭 만들기: 시간과 노력을 들일 가치가 있는가 ·············29
제2장 루브릭 사용의 필요성 및 효과 ········································35
루브릭은 적시에 피드백을 제공할 수 있게 한다 ·························35
루브릭은 학생들이 자세한 피드백을 사용하도록 준비시킨다 ·············38
루브릭은 비판적 사고를 촉진한다 ········································41
루브릭은 다른 사람들과의 의사소통을 용이하게 한다 ···················43
루브릭은 교사들의 교수법을 향상시키도록 돕는다 ·······················46
루브릭은 경기장을 공평하게 만든다 ·····································47
결론 ······································································50
제3장 루브릭 개발 모형 ·······················································53
Stevens와 Levi(2013)의 4단계 루브릭 개발 모형 ·······················54
채점 가이드 루브릭의 개발 ··············································68
3~5 수준 루브릭의 개발 ·················································71
기타 루브릭 개발 모형 ···················································79
결론 ······································································82
제2부 다양한 맥락에서의 루브릭 개발과 활용
제4장 교실수업을 위한 루브릭 개발 ··········································85
학생들을 루브릭 개발에 참여시키는 방법 ································86
협력적인 루브릭 개발의 다섯 가지 모형 ·································91
결론 ·····································································106
제5장 루브릭의 공동 개발 ···················································107
수업조교와 함께 하는 루브릭 개발 ·····································108
튜터들과 함께 하는 루브릭 개발 ·······································110
동료교수와 함께 하는 루브릭 개발 ·····································111
결론 ·····································································114
제6장 루브릭을 활용한 채점 ·················································119
성취기준의 설정: 일관성과 초점의 유지 ································121
빠르면서도 상세하고 형성적인 피드백 제공하기 ························122
개별화되고 유연한 피드백: 시간투자의 가치 ····························131
총괄적인 피드백: 점수부여 ··············································136
자신의 교수방법에 대해 평가하기 ······································144
사용한 루브릭 평가하기: 메타루브릭 ···································146
결론 ·····································································148
제7장 나만의 루브릭 만들기 ·················································149
왜 기존의 루브릭을 사용할까 ···········································150
온라인 루브릭 사이트 활용하기 ·········································153
루브릭 수정의 4단계 ····················································154
사례연구 ································································161
결론 ·····································································167
제8장 경험학습 평가를 위한 루브릭 ········································171
전통적인 과제 유형의 경험학습 ·········································173
강의실/실험실/미술작업실 행동에 대한 루브릭 ·························179
봉사학습을 위한 루브릭 ················································191
지역사회 파트너를 위한 루브릭 ·········································198
결론 ·····································································201
제9장 온라인학습을 위한 루브릭 ············································203
온라인 토론 포럼 참여를 평가하는 루브릭 ·····························205
온라인 집단 과제를 위한 위키 페이지 만들기의 평가 루브릭 ··········212
최종 프로젝트의 초안에 대한 동료 검토를 평가하는 루브릭 ············216
동료 피드백을 위한 온라인 루브릭의 제공 ·····························219
온라인 수업의 실존감 향상과 루브릭의 역할 ···························221
결론 ·····································································225
제10장 루브릭을 활용한 수업개선 ············································227
루브릭을 사용한 수업개선: 사례연구 ···································228
채점 도중 쓴 기록을 조직하기 위해 루브릭의 평가차원 활용 ··········231
4단계 교수모형 ·························································237
결론 ·····································································244
참고문헌 ································································246
찾아보기 ································································260
부 록
<부록 1> 4수준 평가 루브릭의 양식 1 ············································253
<부록 2> 점수를 기입할 수 있는 4수준 평가 루브릭의 양식 2 ···················254
<부록 3> 채점 가이드 루브릭의 기본 양식 ········································255
<부록 4> 문제해결과제를 평가하는 루브릭의 평가차원의 예 ······················256
<부록 5> 비판적 사고력을 평가하는 루브릭의 예 ·································257
<부록 6> 연구보고서를 평가하는 일반적인 루브릭의 예 ··························258
<부록 7> 글쓰기 과제를 평가하기 위한 다른 루브릭의 예 ························259

저자소개

최 경 애
중부대학교 원격대학원 교수학습컨설팅학과/교직과 교수

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