미국 주 단위 고등학교 역사과 평가 체제의 실제 -매사추세츠 주를 중심으로-

초록

This study aims to explore the possibility of standard-based assessment and to gain insights for enhancing instructional practices and assessment skills for history teachers. To do so, this study paid attention to the case of Massachusetts in the USA, as one of leading states in the educational reform progress and standard evaluation. Since 2003, the Massachusetts Comprehensive Assessment System (MCAS) has been designed to determine every student’s learning competency in public schools. MCAS has been developed on the basis of the History-Social Science Curriculum Framework. Since the History-Social Science Curriculum Framework sets forth learning standards, concepts, and skills, teachers and students are able to anticipate the scope and level of assessment to be prepared. The MCAS includes open-response items as well as multiple-choice items. Open-response items in assessment modules are constructed with significant themes as well as with primary documents assigned in the framework. For this reason, every school district and school cannot but provide sufficient learning opportunity for students to pass the MCAS as a high school graduation requirement. This standard-based assessment system provides lessons for anyone who are interested in the dynamics of standard, curriculum, and assessment. Most of all, fruitful history classes should be built on the robust standards and coursework requirement to meet such standards. Instructional practices in history classroom should guarantee students’ achievement to meet learning competency as identified through the statewide test. Finally, educational bureau at the national or local level should monitor and manage a successful instructional and evaluative system rather than rank schools and students based on the result of the test.

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