관찰ㆍ추천 영재판별에서의 측정학적 쟁점과 과제
Psychometric Issues and Challenges of Teacher Nominations in the Identification of Gifted Students
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이 논문은 영재판별의 새로운 대안으로 제시되고 있는 관찰추천의 대두배경과 의미를 논의하고, 관찰추천이 가지는 한계와 가능성을 비판적으로 검토하며, 효과적인 관찰추천이 이루어지기 위한 조건들에 대해 제언하였다. 영재판별은 영재교육의 출발점이자 영재교육의 성과와 불가분의 관계를 맺고 있는 핵심 절차다. 최근 선발고사 위주의 영재판별이 타당성과 공정성 문제를 야기할 수 있다는 자각과 더불어, 통합적 접근에 기반을 두는 관찰추천에 의한 영재판별이 정책적으로 제안되었다. 이 논문에서는 이러한 변화에 대한 이론적 근거로서, 현행 영재판별과 선발의 일원화 문제, 다중적이고 역동적인 영재성 개념에 부합하지 않는 판별, 판별절차와 영재교육 프로그램 목적과의 불일치, 판별에서 배제되는 소외영재의 문제, 인지적 능력 중심의 판별문제 등이 제기되었다. 선발고사에 대한 대안으로 제시된 관찰추천의 측정학적 쟁점 사항으로는 학생의 배경변인과 관련된 교사 편견의 문제, 관찰추천에 영향을 미칠 수 있는 영재성 이외의 학생 행동특성 문제, 교사 전문성 문제, 교사평정척도의 측정학적 결함 등을 들 수 있다. 이에 대한 논의와 더불어, 관찰추천이 유효한 대안이 되기 위한 선결조건으로서 교사 전문성 개발, 지속적인 관찰 실행, 평정척도의 개발 및 양호도 검증, 다양한 정보원과 관찰자료의 활용 등이 제언되었다.
Abstract
This paper discusses the significance of teacher nomination as an alternative procedure for identifying gifted students, critically examines its limitations and possibilities, and suggests the prerequisites for its effective implementation. Identification is a starting point for gifted education, which would essentially and ultimately influence its outcome. With the general awareness that the current identification procedure mainly based on standardized assessments can raise validity and equity issues, teacher recommendation of students to gifted programs was suggested as the sole procedure for identification. Regarding its theoretical grounds, several issues were addressed including the unification of current identification and selection procedures, identification incompatible with multifaceted and dynamic conception of giftedness, discrepancy between identification and the goals of gifted programs, and identification centered on assessing intellectual and academic abilities. The paper also discusses as psychometric issues teacher bias regarding student backgrounds, student behavior characteristics which can influence teacher nominations, lack of teacher expertise, and psychometric properties of the existing teacher rating scales. To improve the effectiveness of teacher nominations, following prerequisites need to be satisfied: teacher professional development should be provided; teachers need to conduct continuous observation of student behaviors; teacher rating scales with known psychometric properties need to be developed and used; and teachers should try to utilize multiple sources and types of information about students.
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