본 연구는 2011년부터 변경된 정량지표 중심 학교 평가에 대한 교사의 이해도와 정량지표의 각 지표 타당도에 대한 인식, 정량지표 중심 학교평가에 대한 효과, 정량지표 중심의 학교평가의 개선방향에 대해 살펴보았다. 연구결과에 따르면 정량지표 영역 중 만족도 및 교원 1인당 직무연수 이수시간이 지표 타당도가 높다고 인식했고, 교육성과 영역은 타당도가 낮은 것으로 나타났다. 이와 반대로 정량지표 데이터 임의입력 가능성에서는 교육성과 영역이 다른 영역에 비해 높은 것으로 나타났다. 정량지표 중심의 평가가 학교평가로 인한 업무부담을 완화시켜주지 못한다고 인식하고 있었으나 학교평가의 객관성 및 신뢰성 부분에서는 긍정적이었다. 앞으로의 개선방향으로 학업성취도에 있어 달성도 뿐만 아니라 향상도도 고려하여 평가해야 한다고 하였고, 단위학교의 여건을 고려하여 평가가 이루어져야 한다는 의견을 제시하였다.

The purpose of this study was to investigate recognition of elementary school teacher about school assessment of quantitative index. To achieve the purpose , the following research questions have been established: First, how understand about school assessment of quantitative index? Second, how recognize about resonablity of quantitative index? Third, how think about effectiveness of school assessment of quantitative index? Fourth, for improve of school assessment of quantitative index, what do teachers' want? The survey consisted on 4 field of school assesments with a total of 42 questions: understanding of assessment of quantitaive index(3 questions), reasonablity of index(28 questions), effectiveness of assessment of quantitaive index(7 questions), the way improve of school assessment of quantitative index(4 questions) The analys of the research questions 403 elementary school teachers responded to a question. SPSS 17.0 was used to analyze the data. Results were as follows: First, teacher understand about school assessment of quantitative index and changing and way of assessment. Second, index of satisfation is highest but result of education is lowest. Third, manifulation of index, result of education was highest and class hours of athletic or artistic was lowest Fourth, teachers' recognized school assessment of quantitative index doesn't decrease a load of assessment. But they are positive about school assessment of quantitative index. Fifth, the way improve of school assessment of quantitative index, academic achievement was assessed by improvement not achivement. and considerate circumstance of school. Later It need to survey in spite of importance why result of education area was lowest.