국사 교육 평가의 현황 분석

서지정보

ㆍ발행기관 : 동국사학회 ㆍ수록지정보 : 동국사학 / 40권
ㆍ저자명 : 서인원

목차

Ⅰ. 머리말
Ⅱ. 역사과 교육의 평가 기준과 원리
Ⅲ. 대학수학능력시험 국사 문항의 통계적 분석
Ⅳ. 대학수학능력시험에 대한 교수ㆍ학습 개선 노력
Ⅴ. 맺음말
[Abstract]

영어 초록

In our country, the most importantly treated item which has contents meaning 'evaluation' is College Scholastic Ability Test. By comparing the test with the educational aim of History education, we can analyze the validity and reliability of the questions. Therefore we can provide making questions of the test with useful information. Teaching and Learning contents in actual Korean History education spot at high school can be summarized like these:
Firstly, up to now a tendency for questions on Korean history questions put an emphasis on historical thinking power inducting historical situation related with historical materials rather than historical facts. Those questions lacking discrimination have been set, and questions, which can answer the questions without knowing Korean history because persons who make questions for the examination didn't exclude hints about correct answers, have been set. In order to overcome the absurdity, we should set questions which have coordinating importance between historical facts and historical thinking power, and it is desirable that the incumbent history teachers and history educational scholars rather than famous Korean history scholarstprofessor s) should be nominated as persons who make questions for the examination.
Secondly, when we classify the lessons which have been set for the test up to 2004, we notice that history on politics and history from Chosun to Modern Ages have been set more frequently than any other lesson. The distribution is a mistake. Disproportionated questions's distribution on a specific ages makes students have a prejudice on which ages are important or which are not. Therefore, we educate well-balanced historical awareness of students by overcome the incorrect distribution.
Thirdly, the previous issued questions which have been chosen out of high school textbook have reached almost 40 percent. Making questions of the test should be based on high school curriculum and be interdisciplinary and be free from textbook, but should not ruin the basic concept of evaluating of ability. So for There has been a criticism that partially College Scholastic Ability Test's questions have low validity and reliability and have very different contents from the high school textbook.
Lastly, we should diversify the developing College Scholastic Ability Test's questions. In order to succeed, it is advisable that we should select questions having high validity and reliability in advance by nominating many professors and teachers as question-making persons using method of question banking system.

참고 자료

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