사범대학 평가준거 타당성 분석

• 영문명: The Analysis of Evaluation Criteria Validity in the Evaluation of Teach
• 발행기관: 한국교육평가학회
• 저자명: 황영준(Hwang Young-Jun)
• 간행물 정보: 『교육평가연구』제18권 제1호, 203~225쪽, 전체 23쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2005.05.01

국문 초록

본 연구는 사범대학 평가에 적합한 평가준거를 개발하고 그 타당성을 분석하기 위해서 1차로 교육전문가를 상대로 개별 면담을 실시하였으며, 2차로 40개 사범대학별 자체평가위원과 한국교육개발원 선정 사범대학 평가지표 개발 전문가 및 교육인적자원부 선정 사범대학 평가위원 31명을 통해서 델파이 조사를 통해서 내용타당도를 실시하였다. 그리고 3차 구인타당도를 조사하기 위해서 사범대학 교수 및 행정요원, 시ㆍ도별 교육청 교육전문직(중등담당 장학관 또는 장학사) 316명을 대상으로 조사하였다. 연구결과, 우리나라 사범대학 평가에 있어 타당한 평가 영역은 ‘교육과정 관련 영역’, ‘수업 관련 영역’, ‘교수 및 학생 관련 영역’, ‘교육여건 및 지원체제 관련 영역’ 등 4개영역 9개의 평가지표 그리고 40개의 평가요소로 구성된 사범대학 평가준거를 개발하였다.

영문 초록

The purpose of this study is to develop the criteria for evaluating teacher's colleges and to analyze the validity of the criteria. Through theoretical discussions and individual interviews with educational experts, three round of Delphi questionnaires were designed and conducted. Based on the findings of the surveys, the conclusions of this study were as follows: First, through the three-round Delphi surveys with 31 panelists, the items which the averages were higher than 3.70 and the contents validity were higher than 0.35 were selected. Compared to the first and the second round, the third round had smaller standard deviation and higher consensus of the experts. Second, the valid domains of evaluation criteria of teachers' colleges were ‘curriculum’, ‘instruction’, ‘professor & student’, and ‘educational conditions & support system’. As a result of exploratory factor analysis, the valid evaluation indices and factors were 9 indices and 40 factors. Third, the evaluation domains, indices, and factors which were suggested by this study were verified as valid by exploratory and confirmatory factor analysis. Educational specialists also perceived these evaluation criteria to be valid. Fourth, as a result of comparison tests for perception of the evaluation criteria of teacher's colleges, professors and educational specialists who have more than 11 years' working experiences perceived these evaluation criteria to be valid much highly than educational specialists who work in regional education offices, and educational administrators and professors who have less than 10 years' working experiences. Further tasks for the evaluation criteria of teacher's colleges, depending on the results from this study which has some study limitations, are suggested as follows: First, to develop more rational evaluation criteria, the evaluation criteria should be developed through more sufficient theoretical bases and educational specialists' studies. Second, to develop more rational evaluation criteria, the evaluated colleges should give up their evasive attitudes towards evaluation and positively participate on evaluation. Lastly, since this study focused on evaluation criteria(domains, indices, items), further study is recommended to explore score allotment of evaluation criteria. The objectivity of evaluation can not be maintained if the score allotments of the evaluation criteria vary every year and if the score criteria of evaluation committee vary each person.

목차

요약

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구의 방법

Ⅳ. 연구 결과 및 해석

Ⅴ. 결론 및 제언

참고문헌

ABSTRACT