대학수학능력시험 직업탐구영역 회계원리 출제경향 분석에 대한 연구

Abstract

This study has the object to grant teaching-learning strategic motivation to the teacher in charge of the front line schools and students by analyzing and proposing the question trend in the occupational research field of the national scholastic achievement examination. I examined the object of the accounting education based on the theoretical background of the accounting education, the characteristics of accounting principle subject, analysis of educational contents and evaluation direction in the accounting education in the 7th educational procedure to achieve the object and then analyzed the achievement standard at the national level of the accounting principle and evaluation questions of accounting principle at the national scholastic achievement examination to analyze the achievement standard and question trend. This study handled the evaluation factions and the method to produce the evaluation question of the occupational research to analyze the question types according to the behavior field analysis and question types and based on it, I analyzed the results to understand the question trend, which is the object of this study. As a result to investigate whether the intention of the question complies with the curriculum object well, I believe that the curriculum object is not sufficiently reflected in some units. Second, as for the question type, four behavior fields of knowledge, understanding, application and research are evenly questioned. Third, it is difficult to access the percentage of correct answers, goodness of questions, average difficulty of total questions and correspondence of expected percentage of correct answers and actual percentage so they are described based on the prior prediction(expectation). What questioning should aim at, is to avoid excessively many questions in one field, to develop comprehensive questions and other questions, which can be applied to the actual life, to have questions, which can easily access the contents applicable to the real life with the basic knowledge and concepts as there is a high possibility for students with low basic scholastic ability to apply for the examination, to enhance the correspondence of expected percentage of correct answers and actual percentage and to make questions with discrimination to obtain appropriateness as an evaluation tool and to correctly measure the ability of examinees, to correctly transfer the question intention to students and to make questions by judging the level of students rightly and to exert efforts to produce questions considering the level of examinees from the position of examiners. We will have much higher possibility to develop more reliable questions if those are comprehensively considered.