CAJ | 학술논문

顺应“让所有学生都在学习上取得成功”的社会诉求，学本评估逐渐孕育而生。学本评估实质上是一种新型的整体性评估方法论，以自我导向学习为基础，需要合作活动学习环境予以支持，涵括、平衡和整合了学习性评估、学习化评估和学习段评估三种评估方式，旨在优化师生对评估的理解和体验，改进师生的教与学，最终通过发展学生的元认知优化所有学生的学习。在应用和开发过程中，教师等评估者需要改变传统的评估信念，进而活用学本评估的三大方式并创生出有效的具体评估方法。
순응“양소유학생도재학습상취득성공”적사회소구，학본평고축점잉육이생。학본평고실질상시일충신형적정체성평고방법론，이자아도향학습위기출，수요합작활동학습배경여이지지，함괄、평형화정합료학습성평고、학습화평고화학습단평고삼충평고방식，지재우화사생대평고적리해화체험，개진사생적교여학，최종통과발전학생적원인지우화소유학생적학습。재응용화개발과정중，교사등평고자수요개변전통적평고신념，진이활용학본평고적삼대방식병창생출유효적구체평고방법。
In pursuit of everyone＇s success in learning, learning-oriented assessment （LOA） gains its popularity on the basis of formative evaluation and assessment for learning （AFL） as well as the renovation of summative evaluation and the creation of assessment as learning （AAL）. LOA, based on self-directed learning and active collaborative/cooperative learning environment, is essentially a new holistic assessment methodology. As a result of the deep integration of AFL, AAL and assessment of learning （AOL）, LOA aims at optimizing teachers and students＂ understanding of assessment, improving teaching and learning, and ultimately enhancing learning for all students with their development of metacognition. It is high time that assessors （teachers, etc.） changed their assessment beliefs in order to use three assessment ways of LOA flexibly and produce effective assessment methods.