예비수학교사를 대상으로 한 평가 문항 제작 관련 지식 분석
An Analysis of Pre-service Mathematics Teachers' Knowledge of Creating Math Test Items
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초록
본 연구에서는 예비수학교사들을 대상으로 평가 전반에 대한 이해, 평가 문항 제작과 관련하여 갖고 있는 지식정도와 적용방식을 알아보고자 한다. 본 연구를 위해 예비수학교사를 대상으로 설문을 진행하였고 156부의 응답 중, 유의미한 88 부에 대해 분석하였다. 구체적으로 교수에 필요한 수학적 지식(Mathematical Knowledge for Teaching: MKT)영역과 문항 제작 원리를 토대로 분석하였고, 그 중 몇 개의 문항은 교차분석하였다. 분석 결과, 자기 역량 인식에서는 대체로 긍정적이었으나 대부분 평가 문항 제작 실습에 대해서는 더 필요하다고 인식하였다. 실제 필요한 지식과 관련한 질문에서도 부족한 부분이 있다고 여기고 있었으며 실제 문항에서 오류를 찾아내는 것에 있어서도 익숙하지 못한 부분이 있었다. 수학과 평가절차를 비롯하여 이원목적분류표나 현재 시행되는 성취평가제도에 대한 부분에 대해서도 인식이 부족한 것으로 보였다. 한편, 진단평가와 관련된 부분에서는 문헌에 따라 다르게 기재되는 부분이 있어, 강의자나 강의 교재에 따라 다르게 인식될 수 있는 가능성이 나타났다. 본 연구결과를 바탕으로 지필문항 제작의 정확성과 문항제작 실습을 통한 실질적인 교사 양성 교육의 필요성에 대해 제안하였다.
Abstract
The purpose of this study is to examine the perceptions of pre-service mathematics teachers, their knowledge about assessment systems, and their ways of applying the principles of setting items. For this study, 156 questionnaires were obtained from pre-service mathematics teachers, and out of them, 88 significant questionnaires were analyzed based on MKT (Mathematical Knowledge for Teaching); some research questions were cross-analyzed. The results of this study are as follows: Most pre-service teachers answered positively that they knew the assessment system and the whole procedure. They showed positive responses to the necessity of the practice. However, the percentage of correct answers were somewhat lower in fields such as achievement standards-based assessment, dual-purpose classification tables, and mathematics assessment procedures. Meanwhile, some references had different descriptions about diagnostic assessment. These differences can lead to different recognitions depending on the lecturer or textbook. We suggest that in pre-service teacher education courses, it is essential to learn and practice the development of math items.
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