Action Research on the Evaluation Innovation in Secondary Schools according to the Purpose of Growth-Based Evaluation

This study explored the extent of secondary school evaluation innovation that can be realized under the current conditions and what is necessary to generalize it. To this end, the researcher established an action research plan for a year with teachers of middle school A and repeatedly reflected during the implementation. The specific tasks implemented by the teachers who participated in the action research were: first, reducing the multiple-choice paper and pencil test, second, restructuring the performative evaluation into diagnostic evaluation-formative evaluation-summative evaluation, third, conducting evaluation with feedback and re-challenge, and fourth, designing instruction and evaluations centered on big ideas and key questions. Based on the results of the action research, the evaluation plan form and evaluation rubric were newly developed. In addition, based on the results of the action research, <the principles and directions of evaluation> were organized and shared with all teachers. Through this study, the following implications can be obtained. First, it is necessary to practice at the school community level. Second, theoretical learning and action research according to the school situation are necessary. Third, the leadership of school managers is very important. Fourth, the role of an mediated tool is important in order to generalize the performance of evaluation innovation. Fifth, it is necessary to break away from the climate of ‘defensive educational activities’ and build a culture of ‘active educational activities’. To support this, educational authorities should revise guidelines and create conditions to share the meaning of evaluation innovation.