통합학급 사정 척도 개발을 위한 연구
A Study on Development of Inclusive Classroom Assessment Scale
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초록
본 연구에서는 통합학급 사정 질문지(The Inclusive Classroom Questionnaire, 이하 ICQ)의 신뢰도와 타당도를 검증하고자 하였다. 자료 수집은 2014년 4월에서 6월까지 실시하였으며, 전체적으로 1920명의 자료가 본 연구에 사용되었다. 신뢰도 검증과 확인적 요인분석을 통한 타당도 검증으로 ICQ의 학교급별과 성별에 따른 측정 도구의 구성개념과 안정성(내적일관성)을 확인하였다. 분석 결과, 첫째, 초등학교의 5요인 ICQ 전체문항에 대한 내적일치도는 α=.89로 나타났으며, 중학교의 6요인 ICQ 전체문항에 대한 내적일치도는 α=.92, 고등학교의 6요인 ICQ 전체문항에 대한 내적일치도는 α=.90으로 나타나 높은 내적일치도를 보였다. 검사-재검사 신뢰도에서는 초등학교 전체에서 r=.95, 중학교 전체 r=.97, 고등학교 전체 r=.95로 나타나, 시간 경과에 따른 안정성이 확보되었다. 둘째, ICQ 척도는 집중타당도와 판별타당도가 양호하게 나타났고, 형태동일성과 측정동일성이 성립되어 충분한 교차타당성을 확보하고 있다. 셋째, 모델 적합도 검증에서는 측정모델의 적합도 지수가, 전체, 성별, 학교급별 표본자료에서 양호한 것으로 나타나, 측정모델이 각각의 표본자료에 잘 부합되는 것으로 나타났다.
Abstract
The purpose of current study was to develop measure of the Inclusive Classroom Questionnaire (Hereafter ICQ) by testing reliability and validity. The ICQ were distributed to students by classroom teachers in June-July 2014, totally 1920 responses were analyzed for this current study. The reliability testing and confirmatory factor analyses(CFAs) described herein were undertaken as an important step in the process of scale development and validation of the instruments' constructs and stability between school and gender levels. The results of current study were as follows. First, the reliabilities for the 5-factor scales were totally .89, the middle school's and high school's reliabilities for the 6-factor scales were totally .92 and .90, showed a high reliability. In the test-retest reliability, the correlation coefficient obtained for Total ICQ Score between the two ratings were .95(for elementary), .97(for middle school), and .95(for high school)(p<.01). The coefficient of such magnitude provides convincing evidence that the ICQ results are stable over time. Second, the ICQ two versions were characterized by adequate convergent, discriminant validity and cross-validation(configural invariance and measurement equivalence). Third, the fit of the ICQ elementary, middle, and high school were good, acceptable internal consistency estimates were obtained again for total and subscale scores according to school and gender levels, and the goodness of fit of five constructs model and six constructs model to the model reproduced by empirical data were favorable.
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