광합성 문제 해결에 대한 과잉 효능감과 과잉확신: 선다형과 서답형의 비교 연구
Over-Efficacy in Problem Solving and Overconfidence of Knowledge on Photosynthesis: A Study of Comparison Between Multiple-Choice and Supply-Type Test Formats
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초록
이 연구는 과잉효능감과 과잉확신이 선다형과 서답형 평가에서어떻게 나타나는지에 조사하였다. 이 연구를 위하여 204명의 여자중학교 학생들이 참여하였다. 선다형과 서답형으로 된 광합성 개념에대한 검사도구를 사용하였으며, 각 문항마다 자신의 효능감과 확신을척도로 나타나게 하였다. 연구결과 선다형과 서답형의 상관관계는0.5가 채 되지 않았으며, 학생들이 생각하는 자신의 문제 해결 능력(효능감)과 실제 능력 간의 상관관계 역시 0.45가 되지 않았다. 학생들은 선다형 문제 해결 과정에서 지식에 대한 확신을 높이는 경향을보였다. 선다형 문항을 먼저 수행한 집단에서는 그렇지 않은 집단에비하여 과잉효능감과 과잉확신의 비율이 더 높게 나타났다. 이 연구결과는 학생들을 평가하는 과정에서 서답형의 사용을 늘릴 것을 제언한다. 또한 두 형태의 검사도구를 동시에 사용하게 될 경우 선다형검사도구를 사후에 사용하여 학생들이 적절한 수준의 효능감과 확신을 유지할 수 있도록 해야 될 것이다.
Abstract
This study aimed to explore the over-efficacy in problem solving and overconfidence of knowledge ofstudents performing assessments in two different test formats: multiple-choice and supply-type. Twohundred and four female middle school students participated in this study. Multiple-choice and supply-typeformats of tests on photosynthesis were used, and each item contained scales indicating one’s self-efficacyon problem-solving and confidence of knowledge. The results showed that the correlation coefficientsof performance between the two different assessment formats were less than 0.5 and the correlationcoefficients between efficacy/confidence and actual performance were less than 0.45. Moreover, studentstended to exhibit more over-efficacy and overconfidence in multiple-choice formats. The percentage ofover-efficacy and overconfidence was higher in the group that completed the multiple-choice test firstfollowed by the supply-type assessment than in the group that started with the supply-type followedby the multiple-choice assessment. From this study, it can be suggested that more use of supply-typeassessment is required in science education. If test administrators require the combination of bothmultiple-choice and supply-type in an assessment, the supply-type assessment format should come firstso that students can maintain the appropriate level of efficacy and confidence. In addition, scienceeducators need to develop new learning programs to enhance students’ self-monitoring skills of theirproblem-solving ability and knowledge.
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