표준기반 교원평가와 전자포트폴리오의 역할: 미국사례 연구

초록

This study explores newly developed nation-wide standard-based assessments for English teachers in the U.S. First of all, teaching standards (for ESL/WL) established by NCATE, NBPTS, and INTASC are extensively reviewed to investigate their domains, standards, and evaluation rubric. Second, teaching portfolios (mostly electronically re-developed), as a main system of applying these standards to the curriculum, are examined in terms of functions and effectiveness. Third, Digital Portfolio (DP) program in John's Hopkins University is highlighted to show how e-portfolios are integrated into standard-based assessment system. This study also provides qualitative data from the interview with a graduate student in the university program to glimpse the portfolio application process and the participant's beliefs. Finally, this study addresses some implications and suggestions for reconstructing teacher education curriculum in Korea. It is hoped that the findings of this study give context-rich and subject-specific information on teacher assessment to teacher researchers and education policy makers in Korea.

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