Analysis of elementary school science evaluation before and after COVID-19 and suggestion of evaluation methods in the blended learning situation: Focusing on portfolio and rubric

Objectives The purpose of this study is to analyze the evaluation status of elementary school science classes before and after COVID-19, and to propose an evaluation method that is suitable for blended learning and easy to check the degree of reaching the curriculum achievement standards based on the analysis results and previous studies. Methods In order to achieve the purpose of the study, the evaluation plan of 13 elementary schools in Seoul was analyzed for 3 years from 2019 to 2021. And to find out more details, a survey was conducted with teachers in charge of the elementary school. In this study, based on the results of the actual condition analysis, previous studies on methods to supplement the problems of paper-based evaluation and laboratory observation book-based evaluation in the blended learning situation were analyzed. Based on the analysis results, it was possible to determine the degree of achievement of the curriculum achievement standards, and an evaluation method suitable for competency-based evaluation was derived. Results The results of the investigation are as follows. First, the number of science evaluation fields evaluated all four fields in 2019, but was reduced to an average of 1.85 in 2020 and 3.15 in 2021, after the COVID-19 situation. Second, as for the evaluation method, the paper-based evaluation method was the most used both before and after the COVID-19 situation, and the proportion increased after the COVID-19 situation. And in both situations, after paper-based evaluation, laboratory observation book-based evaluation was used as the main method of science class evaluation. In this study, we propose an evaluation method that provides both a portfolio and a rubric to teachers and students as an evaluation method suitable for a blended learning situation based on the results of the analysis of the survey results and previous studies. Conclusions Providing a portfolio and a rubric together in a blended learning situation can help teachers reduce the burden of grading and feedback and help maintain the fairness of assessment, students can clearly recognize their learning goals, and help self-assessment and reflection can receive. In addition, if portfolios and rubrics are used on an online platform, communication between teachers and students can be actively continued even if the class form is suddenly changed in an unexpected situation, and it has the advantage of continuously conducting classes and evaluations.