답지 반응률 분포 곡선을 통한 국가수준 학업성취도 과학 평가 문항 특성 분석
Analysis of the Characteristics of National Assessment of Educational Achievement (NAEA) Items for Science Subject through the use of Option Response Rate Distribution Curve
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초록
국가 수준의 표준화된 학업 성취도 평가 결과를 분석하여 학생들의성취 수준을 파악하고 이를 교육정책 수립이나 교수활동 개선에 반영하는 과정은 교육의 책무성으로 중요한 부분이다. 본 연구에서는 과학과 국가 수준 학업 성취도 평가 결과를 분석하고, 답지 반응률 분포곡선을 활용하여 평가 문항의 특성을 분석하고자 하였다. 이를 위해2010년부터 2013년까지 시행된 과학과 성취도 평가 결과를 성취 수준에 따라 분석하였으며, 성취도 점수에 따른 특정 문항의 정오답 반응률을 토대로 최적 곡선을 추정한 그래프인 답지 반응률 분포 곡선을활용하여 선다형 평가 문항 112개의 정답지와 오답지 반응률 곡선의유형을 분류하고, 유형별 문항 특성을 분석하였다. 분석 결과, 정답지는 5가지 유형(S자형, J자형, 직선형, F자형, 계단형)으로 분류하였고,오답지는 4가지 유형(보통형, 평지형, 산지형, 상승형)으로 분류하였다. S자형의 정답지 반응 곡선과 보통형의 오답지 반응 곡선이 조합인문항이 가장 많았으며, 성취 수준에 따라 학생들을 변별하는데 적절한문항인 것으로 분석되었다. 또한, 정답 반응률 분포와 오답 반응률분포가 서로 연관되는 것으로 나타났다. 연구 결과를 토대로 교수 ․학습, 교실 평가 등에서 함의를 논의하였다.
Abstract
Identifying students' achievement level and reflecting it on educational policy making or instructionalimprovement by analyzing the results of nationwide standardized assessment is an integral part ofaccountability in education. On the basis of this premise, we analyzed the characteristics of NationalAssessment of Educational Achievement (NAEA) items for middle school science subject conducted from2010 to 2013 by using the option response rate distribution curve, the fittest graph estimated from theresponse rate of correct/incorrect options by achievement score. Furthermore, we classified the type ofoption response rate curve in terms of correct and incorrect options. Results of the analysis of optionresponse curve showed that five types of correct option response curve (S-shaped, J-shaped, straightshaped,F-shaped, and step-shaped) and 4 types of incorrect option response curve (down-slope, flat,mound, and up-slope) were identified. The most common type of items was the combination of S-shapedcorrect option response curve and down-slope incorrect option response curve, which are consideredas appropriate items to discriminate the students according to achievement level. Moreover, correct optionresponse was found to be correlated with incorrect option response. Based on the results, we also discussedsome implications on teaching-learning method and classroom assessment in science education.
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