The purpose of the study is to explore the standard of ethics and performance assesment based on Dewey's theory on experience. The essence of ethics and assesment is conducive appraisal to students' development of morality and character building. Owin... The purpose of the study is to explore the standard of ethics and performance assesment based on Dewey's theory on experience. The essence of ethics and assesment is conducive appraisal to students' development of morality and character building. Owing to such traits, ethics and assesment should not only carry its meaning as an academic material that determines academic achievement and moral judgment capability and practice will, but also support students' morality development and character building in the end by keeping track of moral and academic progress. In this sense, performance achievement was adopted as the ultimate assesment tool that is able tor realize the essence of ethics and evaluation, however, performance assesment has not shown any distinct achievement since it was adopted for the past 17 years. In moral studies, performance assesment is professionally evaluated by an instructor observing students' progress or outcome of showing their moral knowledge, capability, value and attitude. Considering the reality of Korean education, performance assesment must be demanding task for an instructor since he/she has to evaluate many students on their own. Students and parents found assignments for performance assesment burdensome, and therefore raised question on instructors' professionalism on performance assesment. To cope with this problem, the country offered 'standard of accomplishment', which stated capabilities or traits that students should accomplish based on analysis of goals and contents of national education process. Since the 'standard of accomplishment' is an academic standard on learning outcome, it would be difficult to help students develop their morality and character if evaluation of moral studies is only performed based upon 'standard of accomplishment'. Consequently, I found this issue needs a valuation basis in the process of morality establishment. Standards of moral studies suggested until this day have been mostly distinguished in terms of cognitive, affective and behavioral scale. Integrated morality should evaluate the extent of how each factors interact and develop, rather than evaluating such factors respectively and combine them into total. A valuation basis for this is linked with teaching-learning method and project learning is receiving attention these days. Project learning is a curriculum which students voluntarily find their learning method. The study is carried through the process of students finding problems on their own, searching for resolutions, investigating and exploring, identifying outcome, and sharing it. This is similar to process of Dewey's 'An experience'. 'An experience' refers to a completed experience with perfect resolution to a problem that started out from unstability, doubts, and uncertainty but resolved through exploration. Such completed 'An experience' contains satisfaction and a sense of accomplishment since the subject of the experience solves his or her need and interests. While expecting desirable outcome, a sense of 'unity' is added, which is a control principle that drives exploration to realize expected outcome. To completed experience, a new meaning and value is added so that the subject and agent of experience both grow. I explored valuation basis by distinguishing performing activity into three parts, 'Beginning-Development-Completion', based upon the structure of 'An experience'. The beginning stage of performing activity based on 'An experience' detects problem and feel the need for resolution. This stage suggests sensitivity and ethical curiosity of moral issues as a valuation basis. The beginning stage is an exploration stage, which establishes hypothesis through imagination and observe with objectivity to solve the problem. Through the continuous flow of observation to hypothesis, hypothesis to observation, unverified hypotheses are abandoned and certified hypothesis is accepted and used as a resolution. In this course, the new meaning is created and this meaning is used to create another meaning in the next activity. Valuation basis provided in this stage are moral power of observation, moral imagination, moral manipulation, moral judgment, and moral interpretation. The completion stage of performing activity is a stage which realizes its meaning and value by applying new meanings and values detected in the previous stage and applying to a problem situation. Suggested basis are completion and unity. A sense of satisfaction, accomplishment and new meaning and its value blends into students personality and they grow up morally and also the problem situation changes in qualitative manner. If an education of moral project studies and performance activity is done focusing on valuation basis suggested by a researcher, it will be able to develop students' morality. Also, it'll be better to understand students as well as improve moral studies education if materials of performance assesment are accumulated.
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