교사의 형성평가 피드백 수행 척도 개발 및 타당화 = Developing and validating the scale of teachers' feedback practice for formative assessment : Application of the Rasch model

국문 초록 (Abstract)

본 연구는 형성평가를 위해 사용될 수 있는 교사의 피드백 수행 척도를 개발하기 위해 초등 교사들에게 질문지를 실시했다. 여기서 피드백 수행 문항들은 평가목적, 평가수행, 피드백수행, 피드백유형, 피드백효과에 관한 내용들을 포함했다. Rasch 부분점수모형 분석을 실시한 결과 첫째, 총괄평가와 관련된 평가목적(서열매김, 기준비교) 문항들은 부적합한 것으로 나타났다. 둘째, 차원성 분석과 측정치 비교를 통해, 척도가 태도관련 문항들(평가목적, 피드백유형, 피드백효과)과 수행관련 문항들(평가수행, 피드백수행)로 구분될 수 있는데, 실제 수행 수준을 나타내는 문항들의 측정치가 낮은 경향을 보였다. 셋째, DIF 분석은 교사의 연령대에 따라 평가와 피드백 수행의 차이를 보여주었다. 마지막으로 준거타당도 검증은 개발된 척도가 피드백 수행 수준 파악을 위해 적절하다는 것을 확인시켰고, 신뢰도도 .810으로서 높은 편이었다.

다국어 초록 (Multilingual Abstract)

This study develops the scale of teachers' feedback practice for formative assessment by applying the Rasch model-Partial Credit Model. The questionnaire used for this study consisted of 28 items(3 background items, 3 criterion-related variable items, 22 feedback practice items). The feedback practice items were related to assessment goal, assessment frequency, feedback frequency, feedback type, feedback effects and had the format of 5 point scale. The questionnaire was administered to 240 primary school teachers.
Item fit analysis found 2 misfitting items which were related to summative assessment goals(relative ordering and comparing to standards). The scale developed after deleting the two misfitting items was validated with the criteria variables of ‘feedback practice level’, ‘assessment practice level’, and ‘the degree of thinking assessment practice as teachers’ routine task. The reliability of the scale was also found to be satisfactory(α=.81).
Meanwhile, this study revealed several findings for feedback practice. First, teachers tend to have the lower level in practicing assessment and feedback than in their attitude or perception of feedback. They used to prefer marking or scoring to comments as feedback methods, while comments are more recommended than other methods to attain the effect of feedback. The level of practicing assessment and feedback for group written activities was also much lower than others(test, homework, quiz, individual written activities). DIF analysis showed that 20s' and 30's teachers tended to practice more assessment and feedback than elder teachers.
As a consequence, the scale developed in this study can be helpful to diagnose the level of teachers' feedback practice and understand the features of feedback practice.