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중학생 대상의 광합성에 관한 선택형 평가 방식과 개방형 평가 방식에서 나타난 자아 효능감, 확신성, 지식의 관련성 분석

Exploring the Interrelationships among Self-efficacy, the Degree of Certainty, and Knowledge of Photosynthesis in Multiple-choice and Open-response Assessments

이준기|하민수
사범대학부속중등교육연구소 (Secondary Education Institute)|2011.09|중등교육연구 (SECONDARY EDUCATION RESEARCH)|제59권 제3호|pp. 617-641|DOI 10.25152/ser.2011.59.3.617

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키워드

self-efficacy자아 효능감photosynthesis확신성광합성평가 방법assessment formatcertainty of knowledge
주제분류교육학

초록

Exploring differences of psychological factors relating to the photosynthesis knowledge such as self-efficacy and the degree of certainty provides with important information on selecting an assessment format. This study aimed to explore the interrelationships among middle school students’ self-efficacy, the degree of certainty, and knowledge of photosynthesis in multiple-choice and open-response assessments. Two-hundred-ninety-one students in women middle school located in Gyeonggido participated in this study. The participants were split into two groups; one group was given multiple-choice assessment and another group was given open-responses assessment. Both groups responded 5-point Likert scale for self-efficacy and the degree of certainty of each question. The results showed that students had lower self-efficacy and the degree of certainty of knowledge in open-response format than in multiple-choice format. The correlations among the knowledge of photosynthesis, self-efficacy, and the degree of certainty were lower in multiple-choice format than in open-responses format. This study suggested that students be exposed to open-responses format and have opportunities to reduce the psychological pressure of open-responses assessments.

Abstract

Exploring differences of psychological factors relating to the photosynthesis knowledge such as self-efficacy and the degree of certainty provides with important information on selecting an assessment format. This study aimed to explore the interrelationships among middle school students’ self-efficacy, the degree of certainty, and knowledge of photosynthesis in multiple-choice and open-response assessments. Two-hundred-ninety-one students in women middle school located in Gyeonggido participated in this study. The participants were split into two groups; one group was given multiple-choice assessment and another group was given open-responses assessment. Both groups responded 5-point Likert scale for self-efficacy and the degree of certainty of each question. The results showed that students had lower self-efficacy and the degree of certainty of knowledge in open-response format than in multiple-choice format. The correlations among the knowledge of photosynthesis, self-efficacy, and the degree of certainty were lower in multiple-choice format than in open-responses format. This study suggested that students be exposed to open-responses format and have opportunities to reduce the psychological pressure of open-responses assessments.

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