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KMID : 1059520220660050405
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Journal of the Korean Chemical Society
2022 Volume.66 No. 5 p.405 ~ p.415
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High School Students' Perception of Performance Assessment: Focusing on the Performance Assessment of Chemistry Teacher
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Kim Hyun-Jung
Kim Sung-Ki
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Abstract
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This study investigated the perceptions of high school students for 8 performance assessment methods in a chemistry teacher’s class by using an explanatory sequential design. To this end, a survey was conducted with 439 students from 10 high schools, and after that, 28 students from 5 schools were interviewed to interpret the survey results. The findings were as follows: First, students were experiencing a biased assessment method rather than various performance methods. Second, intuitive confirmation, relevance to a career path, and internal growth were mentioned in the performance assessment method that felt fun, and readiness and unclear evaluation criteria were mentioned in the performance assessment method that felt difficult. Third, the students recognized that it was not an appropriate performance method if the assessment result was affected by individual abilities less relevant to the chemistry subject or the assessment criteria were unclear.
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KEYWORD
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Performance assessment, Perception, Chemistry teacher, High school student
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