국가수준 학업성취도 평가 과학과 생명 영역 문항의 문항 유형 및 행동 영역에 따른 응답 특성 분석
Analysis of the Response Characteristics on Items of Life Science of Science Subject of National Assessment of Educational Achievement (NAEA) according to Item Type and Behavior Dimension
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The purpose of this study is to analyze the response characteristics on items of National Assessment of Educational Achievement(NAEA), and to examine its educational implications. 32 multiple-choice and 12 short- answer items of life science of science subject conducted from 2105 to 2018 NAEA were analyzed according to type of item and category of behavior dimension. They were connected to the achievement standards of 2009 revised science national curriculum. There were a little bit of difference of the correct-answer rates of multiple-choice items among assessment years, but those of short-answer items increased gradually with assessment years. Especially, there were higher of correct-answer rates of short-answer items of inquiry than knowledge domain of behavior dimension. However, those of designing and performing an inquiry, and drawing a conclusion and evaluating were lower than other inquiry factors. According to achievement levels of NAEA, middle school students had difficulties to understand basic biological learning concepts but they had responses easily on short-answer inquiry items. The results implied that the ways for equally developing inquiry areas, and improving teaching learning to help them understand basic biological concepts were needed.
Abstract
The purpose of this study is to analyze the response characteristics on items of National Assessment of Educational Achievement(NAEA), and to examine its educational implications. 32 multiple-choice and 12 short- answer items of life science of science subject conducted from 2105 to 2018 NAEA were analyzed according to type of item and category of behavior dimension. They were connected to the achievement standards of 2009 revised science national curriculum. There were a little bit of difference of the correct-answer rates of multiple-choice items among assessment years, but those of short-answer items increased gradually with assessment years. Especially, there were higher of correct-answer rates of short-answer items of inquiry than knowledge domain of behavior dimension. However, those of designing and performing an inquiry, and drawing a conclusion and evaluating were lower than other inquiry factors. According to achievement levels of NAEA, middle school students had difficulties to understand basic biological learning concepts but they had responses easily on short-answer inquiry items. The results implied that the ways for equally developing inquiry areas, and improving teaching learning to help them understand basic biological concepts were needed.
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