관찰을 통한 교수 평가 체계에 대한 측정의 일반화 가능도 연구

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 31권 / 1호
ㆍ저자명 : 김성숙

목차

요약
Ⅰ. 문제 제기
Ⅱ. 理論的 고찰
Ⅲ. 硏究 方法
Ⅳ. 結果
Ⅴ. 結論 및 提言
참고문헌
Abstract

한국어 초록

본 연구의 목적은 대학 교육의 질적 향상을 위한 방안으로 제시된 교수/강의 평가제를 구체적으로 시행하기 위한 사전 작업으로, 특히 문제되고 있는 평가도구의 신뢰도에 관한 검토이다. 학생들의 觀察 측정을 통하여 기록되는 교수/강의 평가의 효과적인 적용을 위하여, 관찰 현장에서 발생가능한 변동 요인, 즉 誤差源을 분석하여 평가 도구의 신뢰도 향상을 유도하였다. 연구자의 의도에 따라 관찰의 誤差 분산을 독립 성분으로 각각 설명할 수 있는 一般化 可能度 이론의 전반적 개요와 그 활용을 전개하였다. 方法論的 강점을 지닌 일반화 가능도 설계로 관찰체계에서 발생가능한 重多 誤差源을 분석하고, 측정의 오차에 기여하는 학생, 분반, 문항의 종류 등의 상대적 영향력을 비교하여, 각 조건의 수를 조합함으로 적정 수준의 일반화 가능도(.8) 계수를 산출할 수 있는 방법을 제시하였다.

영어 초록

When researchers implement student ratings of college instruction, one problem that must be faced is the assessment of the reliability of the measure used in the rating system. Measures of instructor performance (as rated by students) contain a number of potential sources of error associated with courses, with semesters, with sections, with students, with items of instrument, and with their combinations. The present study examined the section effect, that is, the consistency of ratings between two sections of a course taught by an instructor within a given semester. More importantly, since the component behaviors could be rated more objectively than the global domain of behaviors, the generalizability of instructor ratings obtained used specific attribute items. Once the magnitude of each source of variation have been identified, their effects can be compared global(very general) instructor items with attribute items (dealing with different aspects of the instructor's performance).
Specifically, this study examined the magnitude of variation due to course (within teacher), section (within course), items and the interaction among these factors for three global items and nine attribute items. Second emphasis of the study was to present various combinations of numbers of items, students, and sections such that a satisfactory level of generalizability was attained and compared across different type of items.
The evaluation form used in the study was composed of 25 items, 16 of the 25 items on the form were relavant to this study ; four very general (global) items and twelve more specific items examing a reasonably broad sample of instructor attributes, that is, clarity of presentation of course material, ability to answer questions, vocal delivery and speech clarity, use of the blackboard, attitude toward students, enthusiasm in teaching the course, etc.
The results of the study indicated that teacher performance in a given course was very consistent from section to section. The study also presented the four out of five instructors were remarkably consisted for both global and attribute items. For both global and attribute items, the teacher and student variance components were large and approximately equal. The study examined several combinations of the factors in order to determine the number of items, students and sections that are needed to obtain an acceptable level of generalizability for a measure. For both global and attribute items, the generalizability coefficients increased considerably as the number of students increased, but the number of items had a strong effect only for attribute items. Also, because the class and item-class interaction variance components were zero or small, increasing the number of class(section) had approximately the same effect as adding a corresponding number of students to a single class. The findings suggested that if an instructor's performance in a given course was being assessed, generalization was enhanced by combining ratings from more than one section, but mainly because this effectively increased the number of students sampled. In addition, there was little gain in generalizability from using more than one global item, but substantial gain from using additional attribute items. This indicated the generalizability of ratings was substantially influenced by item specificity.

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