컴퓨터를 활용한 변형 선다형 검사의 차원성
Dimensionality of Computerized Modified Multiple-choice Test
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
학교 검사와 표준화 검사에서 주로 활용되는 선다형 문항은 다양한 장점(내용 타당도, 검사 점수의 신뢰도 등)에도 불구하고 고등사고능력을 측정하기 어렵다는 비판을 받아왔다. 반면에 구성형 문항은 내용의 포괄성, 채점의 신뢰도라는 측면에서 비효율적이라는 문제점을 보인다. 교육평가 영역에서 컴퓨터 기술의 활용은 전통적 선다형 문항과 구성형 문항의 단점을 보완하고 장점을 결합한 새로운 문항 형식을 모색하여 왔다. 대표적으로 변형 선다형 검사는 피험자가 단답형과 같이 정답을 숙고하고 선다형 선택지를 이용하여 최종 반응을 하게 하는 검사 방식이다. 컴퓨터를 활용한 새로운 검사 방식의 측정이론적 구인의 특성을 밝히고자 초등학교 6학년 학생을 대상으로 변형선다형 검사와 전통적 선다형 검사를 실시하였으며, 자료 분석을 위하여 다차원 문항반응 모형과 군집분석을 적용하였다. 연구결과로써 변형 선다형 검사와 전통적 선다형 검사의 측정 구인을 비교하였으며, 후속연구를 위한 제안을 논의하였다.
Abstract
Selected response items, that are widely used in classroom and standardized assessment, have been criticized in that it was difficult to measure high order thinking abilities using these items. On the other hand, constructed response items seem to be inefficient in terms of content coverage and rater-reliability. These days, some computerized test programs try to adopt various innovative items that might combine strengths of two item formats. For example, Park(2005) developed computerized modified multiple-choice testing system(CMMT), in which examinees have to generate their own answers after looking at the stem only and then select the final answer from the given alternatives. In order to compare the construct structures measured by computerized modified multiple-choice tests and traditional multiple-choice tests, two test forms, consisting of common items and unique items, were administered to 6th-grade students in Seoul. Multidimensional IRT models and hierarchical cluster analyses were conducted. And issues for the further studies were discussed.
참고문헌 (24)
- 민경석, "문항반응이론에서의 다차원적 접근", 교육평가연구, 17(1), pp.15~32 (2004), 한국교육평가학회
- Ackerman, T. A., "Using multidimensional item response theory to understand what items and tests are measuring", Applied Measurement in Education, 18, pp.255~278 (1994)
- Aldenderfer, M. S., "Cluster Analysis" (1984), SAGE
- Bjork, R. A., "Memory and metamemory considerations in the training of human being" (1994), MIT Press
- Carrier, M., "The influence of retrieval on retention", Memory & Cognition, 20, pp.633~642 (1992)
- Fraser, C., (1986), Center for Behavioral Studies, The University of New England
- Hirsch, T. M., "Evaluation of a multidimensional item response theory procedure for investigating test dimensionality", Paper presented at the annual meeting of the Psychometric Society (1991)
- Huff, K. L., "Validity issues in computer-based testing", Educational Measurement: Issues and Practice, 20, pp.16~25 (2001)
- Li, Y. M., "An evaluation of the accuracy of multidimensionality IRT linking", Applied Psychological Measurement, 24, pp.115~138 (2000)
- Miller, T. R., "Cluster analysis of angular data in applications of multidimensional item-response theory", Applied Measurement in Education, 5, pp.193~211 (1992)
- Milligan, G. W., "An examination of procedures for determining the number of cluster in a data set", Psychometrika, 50, pp.159~179 (1985)
- OECD, "PISA 2006: Science Competencies for Tomorrow's World", pp.2007, OECD
- Park, J., "Learning in a new computerized testing system", Journal of Educational Psychology, 97, pp.436~443 (2005)
- Park, J., "A new delivery system for CAT", Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing (2007)
- Park, J., "Higher retention after a new take-home computerized test", British Journal of Educational Technology, 39, pp.538~547 (2008)
- Rodrigues, M. C., "Construct equivalence of multiple-choice and constructed-response items: A random effects synthesis of correlations", Journal of Educational Measurement, 40, pp.163~184 (2003)
- Rodrigues, M. C., "Three options are optimal for multiple-choice items: A meta-analysis of 80 years of research", Educational Measurement: Issues and Practice, 24, pp.3~13 (2005)
- Reckase, M. D., "The difficulty of items that measure more than one ability", Applied Psychological Measurement, 9, pp.401~412 (1985)
- Reckase, M. D., "The discrimination power of items that measure more than one dimension", Applied Psychological Measurement, 15, pp.361~373 (1991)
- Reckase, M. D., "Interpretation of number-correct scores when the true number of dimensions assessed by a test is greater than two", Paper presented at the annual meeting of the National Council on Measurement in Education (1991)
- Roussos, L. A., "Using new proximity measures with hierarchical cluster analysis to detect multidimensionality", Journal of Educational Measurement, 35, pp.1~30 (1998)
- Sireci, S. G., "Innovative item formats in computer-based testing: In pursuit of improved construct representation in Handbook of Test Development" (2006), Lawrence
- Wainer, H., "Combining multiple choice and constructed response test scores: Toward a Marxist theory of test construction", Applied Measurement in Education, 6, pp.103~118 (1993)
- Zenisky, A. L., "Technological innovations in large-scale assessment", Applied Measurement in Education, 15, pp.337~362 (2002)