Astin의 모형을 활용한 대학기본역량진단 (2015~2021) 평가기준 분석

Abstract

The purpose of this study is to analyze the evaluation criteria of the university basic competency assessment for universities based on Astin's learner-centered ease of use perspective. For this purpose, the I (Inputs) - E (Environment) - O (Outcomes) model of Astin (1993) and the analytical framework proposed by Kim Hyung-ran and Kim Seok-woo (2019) in their study on the analysis of evaluation indicators were reorganized according to the direction of the study. The main data for the analysis of the evaluation criteria are the indicators of the 1st, 2nd, and 3rd cycles of the university basic competency assessment, and the evaluation indicators are categorized into I (educational inputs), E (learning environment), and O (educational outcomes) processes and university functions and roles according to their nature. The policy implications derived from the analysis of the evaluation indicators of the basic competency assessment of universities are as follows. First, it is necessary to propose education policies that support institutional stability so that universities can invest in creating a learning environment and create value. Second, future university assessments should be conducted in a way that builds on the discourse of ease of access to education. Third, university assessment should serve as a support mechanism that leads to synergistic change by focusing on the learner-centered value of ease. Fourth, the policy frame and content of university assessment need to be harmonized. Fifth, future university assessment criteria should be used as a basis for providing directions for future university education based on the concept of learner-centered ease of use.