Exploring the Implications of Gadamer's Hermeneutic Understanding on Process-Based Evaluation: Focusing on the Linguisticality of Understanding

Abstract

The purpose of this study is to propose directions for improvement in the national curriculum after examining the implications of process-based evaluation focusing on the linguisticality of understanding in Gadamer’s hermeneutics. Based on the analysis results the implications are drawn as follows. First of all, the common language generated by mutual understanding of evaluation participants promotes the consistency of evaluation criteria as well as continuous self-change of evaluation participants. Therefore, this study proposed to expand the subjects participating in the common language to teachers as well as students when setting up the evaluation plan. Next, in the evaluation method, 'question' allows us to look into the other side of the experience, and the question itself is a clue that shows growth and enables active participation and interaction between teacher and students. In addition, question should be actively used as an evaluation method because it is possible to consider ‘null curriculum’ and realize student-centered evaluation through questions. Lastly, in utilizing the evaluation results, it should not end with simply providing feedback, but should lead to an active dialogue between teachers and students about feedback. The conversation with students when setting evaluation standards or methods can be considered to be a student-centered evaluation that respects the individuality of students. In addition, the democratic consultation and atmosphere among teacher’s communities on evaluation standards should be reflected in the relationship between teachers and students.