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NTIS 바로가기水産海洋敎育硏究 = Journal of fisheries and marine sciences education, v.29 no.3 = no.87, 2017년, pp.757 - 766
This study investigated not only the existence of differently functioned item due to gender but also domain. In this study, the randomly selected data of TIMSS 2007, which consist of 681 male and 646 women, were analyzed. To detect differently functioned items, this study employed Raju method. For R...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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차별적으로 기능하는 문항이 생기는 이유는? | 차별적으로 기능하는 문항이란 인간의 잠재적 특성을 측정하는 검사 문항들이 능력이 같음에도 불구하고 집단의 특성 때문에 어떤 집단에서는 쉬운 문항으로 다른 집단에서는 어려운 문항으로 기능하는 것을 말한다(Kim Sukwoo, 1991; Kim Sukwoo-Park Haejin, 1994). 차별적으로 기능하는 문항은 검사의 측정학적 특성상의 문제일 수도 있지만, 교육기회의 균등 또는 문화적 환경과 보충학습 기회의 제공 등과 같은 문제 때문일 수도 있다(Linn & Harnisch, 1981; Doolittle, 1984; Lehman, 1986; Doolittle & Cleary, 1987; Muthen, Kao & Burstein, 1988; Kim Sukwoo, 1991; Kim Sukwoo & Park Haejin, 1994; Kim Shin-young, 2001). 따라서 성차에 관한 연구에서 성별 집단에 따라 문항이 차별적으로 기능하는지 아닌지를 파악하는 것은 매우 중요하다. | |
차별적으로 기능하는 문항이란? | 검사가 측정하고자 하는 바를 어느 특정 집단으로 치우침 없이 제대로 측정하고 있는가를 확인하는 것은 편파성 연구로, 이는 문항이 남성과 여성 집단 중 어느 특정집단에게 특히 어렵거나 쉽게 여겨진다면 그 문항은 편파적인 문항 또는 차별적으로 기능하는 문항이라고 할 수 있다. 차별적으로 기능하는 문항이란 인간의 잠재적 특성을 측정하는 검사 문항들이 능력이 같음에도 불구하고 집단의 특성 때문에 어떤 집단에서는 쉬운 문항으로 다른 집단에서는 어려운 문항으로 기능하는 것을 말한다(Kim Sukwoo, 1991; Kim Sukwoo-Park Haejin, 1994). | |
성별에 따라 교과별 성취도 차이가 나타나는 이유에는 어떤 주장들이 있는가? | 성별에 따른 영역별 성취도의 차이가 나타나는 이유에 대한 연구는 다양하게 이루어져 왔다. 우선 교과별 성취도에 있어서 성차에 대한 생물학적 접근은 남성이 논리적인 연산과 관련된 좌뇌가 발달하고 여성이 언어와 관련된 우뇌가 발달하여 여성이 남성에 비하여 언어와 외국어 영역에서 높은 성취도를 보인다는 것이다. 또 다른 관점에서 수업 시간에 교사로부터 남학생과 여학생이 다른 대우를 받기 때문이라는 주장도 있다. 또한 시험 문제가 어느 한 집단에게 유리하게 출제되었다는 주장이 있다. |
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