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교육대학원과 사범대학 예비수학교사의 교직 적성·인성 검사에 대한측정의 동등성 분석

An Analysis of Measurement Equivalence in a Teaching Aptitude and Personality Test for Pre-service Mathematics Teachers between a Graduate School of Education and a College of Education

김성연
한국수학교육학회|2018.05|수학교육 (The Mathematical Education)|제57권 제2호|pp. 179-196|DOI https://doi.org/10.7468/mathedu.2018.57.2.179

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참고문헌

키워드

measurement invariancepre-service mathematics teachers예비수학교사의존도계수dependability coefficients교직 적성·인성 검사측정의 동등성teaching aptitude and personality test

초록

The purpose of this study was to investigate the measurement equivalence and to suggest application ways in teaching aptitude and personality test results for pre-service mathematics teachers between a graduate school of education and a college of education. This study analyzed the scores of the teaching aptitude and personality test of 36 pre-service mathematics teachers enrolled in a graduate school of education and 111 pre-service mathematics teachers in a college of education by performing a multivariate generalizability analysis. The main results were as follows. First, graduate’s pre-service mathematics teachers had a higher level of teaching aptitude and personality than that of college’s pre-service mathematics teachers based on the total scores. In addition, graduate’s pre-service mathematics teachers had higher levels of teaching aptitude and personality than those of college’s pre-service mathematics teachers except for a creativity·application domain based on the sub-domain scores. Second, cognitive domains were measured more precisely but affective domains were measured less precisely for graduate’s pre-service mathematics teachers than for college’s pre-service mathematics teachers. Third, regardless of school levels, Cronbach’s  values, which might be overestimated by applying the classical test theory, were higher than dependability coefficients. Fourth, this study showed a somewhat negative result in ensuring the measurement equivalence for a problem solving·exploration domain. However, regardless of school levels, this study indicated that the overall measurement was generally reliable on composite scores. Based on these results, it was confirmed that multivariate generalizability methodologies’ approach can be useful for exploring the measurement equivalence issues. Finally, this study suggests how to utilize the results of the test, how to apply a multivariate generalizability analysis for detecting the measurement equivalence, and how to develop future research based on limitations.

Abstract

The purpose of this study was to investigate the measurement equivalence and to suggest application ways in teaching aptitude and personality test results for pre-service mathematics teachers between a graduate school of education and a college of education. This study analyzed the scores of the teaching aptitude and personality test of 36 pre-service mathematics teachers enrolled in a graduate school of education and 111 pre-service mathematics teachers in a college of education by performing a multivariate generalizability analysis. The main results were as follows. First, graduate’s pre-service mathematics teachers had a higher level of teaching aptitude and personality than that of college’s pre-service mathematics teachers based on the total scores. In addition, graduate’s pre-service mathematics teachers had higher levels of teaching aptitude and personality than those of college’s pre-service mathematics teachers except for a creativity·application domain based on the sub-domain scores. Second, cognitive domains were measured more precisely but affective domains were measured less precisely for graduate’s pre-service mathematics teachers than for college’s pre-service mathematics teachers. Third, regardless of school levels, Cronbach’s  values, which might be overestimated by applying the classical test theory, were higher than dependability coefficients. Fourth, this study showed a somewhat negative result in ensuring the measurement equivalence for a problem solving·exploration domain. However, regardless of school levels, this study indicated that the overall measurement was generally reliable on composite scores. Based on these results, it was confirmed that multivariate generalizability methodologies’ approach can be useful for exploring the measurement equivalence issues. Finally, this study suggests how to utilize the results of the test, how to apply a multivariate generalizability analysis for detecting the measurement equivalence, and how to develop future research based on limitations.

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