중학교 교사용 과정 중심 평가 전문성 척도 타당화 연구

Abstract

Objectives The purpose of this study is to develop and validate a Process-based Assessement Scale for meddle school teachers' expertise to enhance the assessment competencey. Methods The preliminary version of the scale which was developed based on a theoretically grounded definition of teacher’s evaluation expertise and Process-based Assessment was refined and revised through focus group interview with middle school teachers and experts in the field of educational measurement and evaluation. A pilot test was conducted on samples of 315 middle school teachers to perform Rasch item fit, category probability curve, item difficulty, exploratory factor analysis, and confirmatory factor analysis. For statistical programs Jmetrik, AMOS 22.0, SPSS 26.0 were used. Results The result supporting the model fit, construct, discriminant validity of the 5 factors. And the item fit, categorical probability curve, and item difficulty on the five-point scale were also acceptable. Consequently, 16 items were derived with 5 factors: ‘understanding Process-based Assessment’, ‘establishment of Process-based Assessment plan’, ‘development of Process-based Assessment tool’, ‘execution of Process-based Assessment’, and ‘sharing and utilization of Process-based Assessment results’. Conclusions We discussed the academic and practical significance of this study in the aspect of the diffusion and substantialization of the policy, especially, as a tool for measuring educational performance outcomes following the operation of the Process-based Assessment. It is expected that the developed scale will be used to supplement the shortcomings of middle school teachers by identifying the elements necessary for them to have Process-based Assessment expertise.