교과기반평가를 활용한 전공능력 성취도 평가제도에 대한 대학교원의 관심도 분석
Analysis of University Professors’ Interest in a Major Competency Achievement Assessment System through Course-Embedded Assessment
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This study analyzed faculty perceptions of the Major Competency Achievement Evaluation System at K University using the Concerns-Based Adoption Model (CBAM). An adapted Stages of Concern Questionnaire was administered, and data were analyzed with SPSS 26.0. Findings revealed that most faculty were in early awareness stages (0–2), underscoring the need to improve understanding of the system’s goals and benefits. A notable proportion exhibited high Stage 6 (Refocusing) and Stage 4 (Consequence) concerns, indicating potential change agents for system enhancement and dissemination. Background variable analysis showed that faculty without prior training or administrative experience require targeted support. Additionally, a “tail-end uplift” pattern—where collaboration and improvement concerns rose despite low consequence concerns—suggests the effectiveness of stage-specific dissemination strategies.
Abstract
This study analyzed faculty perceptions of the Major Competency Achievement Evaluation System at K University using the Concerns-Based Adoption Model (CBAM). An adapted Stages of Concern Questionnaire was administered, and data were analyzed with SPSS 26.0. Findings revealed that most faculty were in early awareness stages (0–2), underscoring the need to improve understanding of the system’s goals and benefits. A notable proportion exhibited high Stage 6 (Refocusing) and Stage 4 (Consequence) concerns, indicating potential change agents for system enhancement and dissemination. Background variable analysis showed that faculty without prior training or administrative experience require targeted support. Additionally, a “tail-end uplift” pattern—where collaboration and improvement concerns rose despite low consequence concerns—suggests the effectiveness of stage-specific dissemination strategies.