국어과 예비교사의 평가 전문성 신장을 위한 수업 사례 연구 - 프로젝트 기반 학습(Project-Based Learning)을 중심으로

초록

This study introduces and analyzes an instructional process that applies Project-Based Learning (PBL) to enhance the assessment expertise of pre-service Korean-language teachers. The participants were 47 juniors and seniors majoring in Korean Language Education at the College of Education in University A who took courses related to Korean-language assessment during the first semesters of 2024 and 2025. Data were collected from weekly project outputs, final assessment products, a five-point Likert-scale questionnaire, and open-ended written responses. The analysis revealed that the pre-service teachers experienced improvements in item quality, refinement of scoring rubrics, and the development of task design skills while designing written and performance assessment tools. Moreover, PBL positively influenced their self-directed learning ability, problem-solving skills, and collaborative competencies. The instructional experience served as a practical learning opportunity to strengthen their assessment expertise. These results suggest that employing PBL in assessment-related courses within teacher-education programs can effectively enhance pre-service teachers’ field adaptability and assessment competence. Particularly in subjects such as Korean-language education, where multidimensional assessment elements are required, PBL can be an effective approach to aligning curriculum, instruction, and assessment.

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