A study on the design of growth-based evaluation rubric

The purpose of this study is to explore the case of developing a rubric according to the purpose of growth-oriented evaluation and to obtain implications from it. Recently, research and practice on evaluation innovation is expanding. However, the perception of the evaluation rubric has not changed significantly. In most schools, the rubric is recognized only as a “grading criterion.” However, rubrics should also be recognized as ‘guide maps’ that help students reflect on the process and results of learning. Thus, a rubric that reflects the flow of evaluation innovation, such as process-based evaluation and growth-based evaluation, should be developed. In this study, A school was selected as the study school, and an action research was conducted on a case where teachers developed an evaluation rubric. Teachers of A school recognized the limitations of the existing evaluation rubric and developed a rubric that included all stages of ‘planning, performance, and output’ and a rubric that guaranteed ‘opportunities for re-challenge’. In addition, the rubric that embodies the purpose of the growth-based evaluation was confirmed through co-work with external researcher. Judging from these examples, it is necessary to change the perception of the evaluation rubric as a guide that promotes the learning process of students, moving away from the perception of the evaluation rubric as a simple scoring criterion. In addition, studies that comprehensively analyze teachers