A Study on the Achievement Standards for 3rd and 4th Grade Elementary School Music Performance Assessment

본 연구의 목적은 초등학교 음악 수행평가에 제시된 성취 기준의 내용을 탐색하고, 분석 결과를 토대로 문제점을 도출하여 개선방안을 모색하는 것이다. 연구를 위하여 서울시 공립 초등학교 112개교의 3, 4학년 1ㆍ2학기 수행평가계획서 448부를 수집하여 분석한 결과 다음과 같은 결론을 도출하였다. 첫째, 초등학교에서의 실행되는 음악과의 평가는 우리 음악의 가치 인식하기, 창의적으로 음악 만들기, 음악의 요소 및 개념 이해하기, 창작 활동이 평가에서 소외되는 비중이 높았다. 둘째, 학교 수행평가에 제시된 학교 수준 성취 기준은 국가 수준 성취 기준을 수정 및 변형, 또는 구체화하여 반영하는 비율이 현저히 높았다. 셋째, 생활화 영역에 제시된 성취 기준 및 성취 수준은 영역의 성격에 맞지 않는 경우가 많았다. 현장에 정착된 수행평가의 실제 양상이 관행화, 정형화되어 수행평가의 취지를 살리지 못한 채 또 다른 부작용을 낳고 있지는 않은지 성찰이 필요하다.The purpose of this study is to explore the achievement standards for elementary school music performance assessment to derive problems from analysis results, and thus to find out improvement measures. To that end, 112 schools or 20% were randomly sampled from among public elementary schools in Seoul so as to collect 448 copies of performance assesment plans for the first and second semesters of 3rd and 4th grades. 1,528 achievement standards, revealing the following conclusion. First, the music subject assessment in elementary schools continued to exclude ‘appreciation of Korean music value’, ‘making creative music’, ‘understanding of musical elements and concept’ and ‘creative activity’ among the seven categories of assessment stipulated under the curriculum. Second, the school-level achievement standards stipulated in the school performance assessment standards were found to have remarkably revised, modified, and specified the national-level achievement standards rather than reflecting the standards as they were. In this connection, if one of the national-level achievement standards is partially reduced, and is used in assessing one area once per semester, the assessment would be one-sided. Third, in many cases, the achievement standards and achievement levels specified for the life category were found to be unfit to the characteristics of the category. The assessment of the life category should focus not on musical capabilities and functions, but on the attitude about music, the degree of internalization of music, and the degree of enjoying and utilizing music. There is a need to examine whether or not the performance assessment in place in the field has been routinely practiced and standardized, thus creating yet another side effects without embodying the purpose of performance assessment.