농업교사의 대학수학능력시험 문항개발과정에 관한 사례 연구

Abstract

The purpose of this study was to provide the positive data on the method of developing item for agricultural teacher’s practical use. This research acquired the information by figuring out which type of process made final items and pondering the cause of characters of excluded, or eliminated items in the item developing process for improving the specialty of developing test items especially focus on the thinking ability among the evaluation area of expertise of agricultural teacher. To do this, the research took "participant observation" on item development process for agricultural teachers who participated in an agricultural elective course. This course is set for improving the specialty of developing CSAT items which was authorized by the Korea Institute for Curriculum and Evaluation. The research analyzed qualitatively the comments which were raised during the process. The major results of this study were as followed. First, there were many cases that some drafts of item were changed into new type of test items that were never intended on becoming final items. The main reason for this is not only the problem of validity of evaluation, but also the problematic sentences that were suggested in CSAT items. For this reason, most of items were changed which involved contents revision or replacement of whole sentences in the process of the item development. Second, you can find uncompleted items, excluded, or eliminated items and it’s because of the development limitation of CSAT items. These were caused by the lack of validity and objectivity, a situation which is not suitable for the purpose of test. The possibility of polysemous interpretation, fragmentary memory ability, and the lack of researching on the situation is also an observation that was made. Third, to improve the specialty of deveploping objective multiple-choice type item that can measure the high level thinking skill as CSAT, it should be pre-required that the improvement of specialty on developing items in the course follows a system of issuing the right type of items. Teachers need to cultivate this ability to reconstitute as suggested situation which is not only suitable for the contents of a question (something like asking the various question materials), but also involve research elements. Finally, this study suggests the necessity of providing actual opportunity to develop items themselves through concentrated collaboration and several practical measures to achieve this in connection with improving the specialty of agricultural teacher’s developing item skill.