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고등학교 졸업학력 검정고시 수학 문항 분석: 내용 요소, 문항 간 연계성과 인지적 수준을 중심으로

Analysis of Mathematics Question in High School Graduate Equivalency Test: Focusing on content elements, linkage between questions and cognitive level

조은영
교과교육연구소 (Research Institute of Curriculum & Instruction)|2024.12|교과교육학연구 (Journal of Research in Curriculum Instruction)|제28권 제6호|pp. 403-416|DOI 10.24231/rici.2024.28.6.403

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참고문헌

키워드

교육과정CurriculumCognitive Level고등학교 졸업학력 검정고시수학 내용 요소문항 간 연계성인지적 수준High School Graduate Equivalency TestMathematics Content ElementLinkage Between Questions

초록

본 연구에서는 2015 개정 교육과정이 적용된 고졸 검정고시 수학 문항을 수학 내용 요소, 문항 간 연계성, 인지적 수준의 측면에서 분석하여, 정규 학교교육을 보완하는 수단으로 기능하는 검정고시에서 수학 과목이 어떻게 시행되고 있는지 파악하고자 하였다. 결론적으로, 현재 고졸 검정고시에서 출제되는 문항은 수학 내용 영역을 구성하는 세부 영역의 일부분만 평가하고 있었고 평가 문항이 정형화되어 있었다. 인지적 수준에서는 한국교육평가원에서 제시한 지식·이해·적용의 3:5:2 출제 비율이 지켜지지 않았다. 향후 문항 출제 시에는 수학의 세부 내용을 고르게 출제하고 지식·이해·적용의 출제 비율을 적절히 반영할 필요가 있다. 본 연구 결과에 기반하여 출제 문항 형식 다양화와 이를 위한 법률 개정의 필요성, 수학 학습 지원체계와 검정고시 교사 연수 프로그램의 필요성, 후속 연구의 필요성을 제언하였다.

Abstract

The purpose of this study was to analyze the mathematics questions in the High School Graduate Equivalency Test (HSGET) under the 2015 revised curriculum, focusing on math content elements, inter-question linkage, cognitive level to understand how mathematics are implemented in the school graduate equivalency test, which serves as a supplement to regular school education. The analysis found that the questions of current HSGET only covered certain areas of the mathematics contents, and the questions followed patterns. Additionally, even at the cognitive level, the 3:5:2 ratio of remembering, understanding and applying as suggested by KICE, was not observed. The study suggests that it is necessary to present a more balanced representation of mathematical content and to appropriately apply the ratio of remembering, understanding and applying. Based on the findings, the need of broader types of questions and amendment to the relevant law, and teacher training program, and the need of follow-up research were suggested.

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