[논문]수학과 평가 문항의 역량 및 표현 형식 특성 분석

박지현

doi:10.7468/mathedu.2021.60.1.209

수학과 평가 문항의 역량 및 표현 형식 특성 분석
Feature analysis for competency and representation type of mathematics assessment 원문보기

Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.60 no.2, 2021년, pp.209 - 228

박지현 (한국교육과정평가원)

초록
AI-Helper

본 연구의 목적은 수학과 교육과정에 기반한 평가 문항을 출제할 때 핵심적으로 고려되는 수학 역량 및 표현 형식 특성을 규명하고, 수학과 평가 문항에서 수학 역량 및 표현 형식 특성이 나타나는 양상을 밝히는 것이다. 선행 연구 분석 및 2차에 걸친 타당성 조사를 통해, 수학과 교육과정에 기반한 평가 문항의 특성으로 수학 역량 범주는 12가지, 표현 형식 범주는 8가지를 추출하고, 이 특성들로 구성된 문항 특성 분석틀을 개발하였다. 또한 문항 특성 분석틀을 활용하여 2019년 국가수준 학업성취도 평가 문항을 분석한 결과, 중 고등학교의 수학 역량 및 표현 형식 특성에 대한 출제 경향에 차이가 있음을 밝혔다.

Abstract ▼ AI-Helper

The purpose of this study is developed the Item Feature Analysis (IFA) frameworks for curriculum-based assessments, focusing on Math competency and representation in secondary schools and implemented the IFA in National Assessment of Educational Achievement. To conduct the study, previous studies were analyzed, and feasibility studies were conducted twice. As a result of the study, we structured the IFA framework based on the 2015 revised mathematics curriculum in Korea and developed a method to analyze the characteristics of the math items. The results of structuring the framework for math included two categories: math competency in the content aspects, and representation type in the formal aspects. Specifically, 12 features of math competency and 8 features of representation type were identified, and an item feature analysis framework composed of these features was developed. The math competency was developed based on the subject competency of 2015 national curriculum. Math assessments in high schools, which have been changed to the competency-based assessments, had more frequency of the feature of math competency compared to middle schools. In this study, implemented the IFA in National Assessment of Educational Achievement and explored the way of ensuring the validity. These have been proved as critical applications for ensuring the validity of curriculum-based student assessment as well as building a tool for assessment.

주제어

표/그림 (17)

그림 [Fig. 1] Repetitive rating procedure for item feature analysis(Choi, 2019, p. 2)
표 [Table 1] The example of Item rating of SBA 4th grade assessment_Problem Solving type
표 [Table 2] Description of the elements of competencies in the 2015 revised mathematics curriculum(Ministry of education, 2015, p. 4)
표 [Table 3] Features of mathematics item representation in CRESST(CRESST, 2020)
표 [Table 4] The item information for analysis(Lee, Lee, & Son, 2020; Park, Lee, & Son, 2020b)
표 [Table 5] Results of validity analysis for mathematics item feature framework(tentative): Math competency features
표 [Table 6] Results of validity analysis for mathematics item feature framework(tentative): Representation type features
표 [Table 7] Framework of mathematics competency and representation type features
표 [Table 8] Meaning of mathematics competency features(revised from Park et al., 2015, pp. 35-38)
표 [Table 9] Meaning of mathematics representation type features
그림 [Fig. 2] 2019 NAEA Math Items
표 [Table 10] Results of frequency analysis for mathematics competency features in 2019 NAEA
표 [Table 11] Results of frequency analysis for mathematics representation type features in 2019 NAEA
표 [Table 12] Correlation between mathematics competency category features of mathematics items in 2019 NAEA
표 [Table 13] Correlation between representation type category features of mathematics items in 2019 NAEA
표 [Table 14] Correlation between mathematics competency and representation type of middle school NAEA
표 [Table 15] Correlation between mathematics competency and representation type of high school NAEA

참고문헌 (29)

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상세보기
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상세보기
Park, J. H., Lee, J. B., & Son, Y. L. (2020b). Analysis of the National Assessment of Educational Achievement (NAEA) 2019 results -Middle school mathematics-. Korea Institute for Curriculum and Evaluation ORM 2020-23-3.
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