ODA 평가기준 다양화에 관한 연구: 이해관계자 인식조사 분석을 중심으로

김영수,김윤호 국제개발협력학회 2022 국제개발협력연구 Vol.14 No.4

Purpose: The OECD DAC presents six evaluation criteria. However, this study searches for additional evaluation criteria so that it can allow ODA evaluators to select appropriate evaluation criteria depending on their evaluation purpose and ODA requirements. Originality: Korean government has mechanically applied the six criteria suggested by DAC in evaluating its ODA policy. However, this practice may not meet the various objectives of numerous Korean ODA stakeholders. Thus, it is important to look for additional ODA evaluation criteria which reflect the opinions of the ODA stakeholders. This research aims to make contribution to the field of ODA policy by identifying additional ODA evaluation criteria. Methodology: This research used ‘constituency approach’ of organization theory to find additional ODA evaluation criteria. Initially, seven new (additional) evaluation criteria were identified based on the literature on policy evaluation of public administration and on international debates regarding ODA evaluation reform. Then, the seven criteria were presented to relevant stakeholders (or constituents) in government, public agencies, academia/research institutes, and private sector to conduct survey on the adequacy of the standards. The survey data were analyzed by SPSS ANOVA method. Result: The ANOVA analyses narrowed down the initial seven additional evaluation criteria to five which consist of Korean-style ODA, mutual cooperation, ownership, diversity/equity/inclusion, and democracy. Conclusion and Implication: It is critical to utilize various ODA evaluation criteria to which the ODA constituents can consent. By doing so, ODA policy can adequately evaluate its projects which tend to have diverse objectives and stakeholders. Thus, it is urgently required for the Korean government to adopt new ODA evaluation system, and revise its manuals accordingly.

보육시설 평가인증지표와 유치원 평가지표에 대한 비교 연구

하정희(Ha, Jeong-Hee) 한국변형영유아교육학회 2011 변형영유아교육연구 Vol.5 No.1

영유아교육기관에 대한 국가수준의 평가가 이제 제2주기를 맞고 있다. 수업 및 기관의 질적 향상을 위한 제도이므로 평가에 직접 영향을 미칠 수 있는 평가지표에 대한 논의가 필요하다. 본 연구는 보육시설의 평가인증 지표와 유치원 평가 지표를 비교함으로써 평가 지표에 대한 논의를 확장시키고자 하였다. 비교 결과, 첫째 보육시설 평가지표가 70개 항목으로 보다 구체적인 지침을 제시하고 있으며 보육환경과 운영관리를 강조하고 있는 반면, 유치원 평가지표는 47개 평가요소로 교육과정과 교육환경을 강조하고 있다. 둘째, 유치원 평가지표는 교육목표와 평가를 강조하고 있는 반면, 보육시설 평가인증지표는 보육계획과 보육활동, 일상적 양육의 통합을 강조하고 있다. 셋째, 교육환경은 공간 구성과 자료의 발달적합성을 강조하고 있는 반면, 보육환경은 공간배치와 자료 안내를 강조하고 있다. 넷째, 유치원 평가지표는 건강・안전 교육을, 평가인증지표는 청결과 안전관리를 강조하고 있다. 마지막으로, 보육시설 평가인증지표는 운영관리를 구체적으로 안내하고 있는 반면, 유치원 평가지표는 교직원과 원장의 전문성을 강조하고 있다. Presently, the evaluation for Child Care Center Accreditation and Kindergarten Evaluation are going into their second cycle. Therefore, we need a discussion on the evaluation criteria, as the evaluation system should improve the quality of lessons, and the center and evaluation criteria have a direct influence on evaluation. This study is to extend the discussion by comparing the evaluation criteria of the Child Care Center Accreditation with the Kindergarten evaluation. The results of the study are as follows: First, the criteria of the Child Care Center Accreditation has 70 items, the criteria of Kindergarten evaluation has 47 items, so there are more items in the Child Care Center Accreditation than in the Kindergarten evaluation. The criteria of the Child Care Center Accreditation emphasize the environment and management domains. The other side, the criteria of Kindergarten evaluation emphasize the curriculum and environment domains. Second, in the curriculum domain, the criteria of the Child Care Center Accreditation emphasize the integration of education plans, education activities and daily care activities . While the criteria of the Kindergarten evaluation emphasize the education objectives and education evaluation. Third, in the environment domain, the criteria of the Child Care Center Accreditation emphasize the guidance of educational materials. While the criteria of Kindergarten evaluation emphasize the suitability of the educational materials. Fourth, in the health, nutrition and safety domain, the criteria of the Child Care Center Accreditation emphasize cleanliness and safety management. The other side, the criteria of Kindergarten evaluation emphasize health education and safety education. Finally, in the management domain, the criteria of the Child Care Center Accreditation guide the management of the Child Care Center concretely. While the criteria of the Kindergarten evaluation emphasize the professional ability of teachers and principles of the kindergarten.

기본 교육과정 성취기준 재해석을 통한 평가준거 성취기준과 평가기준 개발 방향 탐색

강은영,박경옥,박남수,박은희,이은규,박지민,염지혜 한국지체.중복.건강장애교육학회 2020 지체.중복.건강장애연구 Vol.63 No.1

Purpose: The purpose of this study is to explore the direction of the development of achievement criteria and evaluation criteria by reinterpreting the achievement criteria presented in the 2015 basic curriculum as a national level curriculum. Method: Eight elementary and middle school special teachers and three professors who have conducted a number of studies in the curriculum and evaluation area have experiences in the case-development. Results: First, the characteristics of students subject to special education, application of an evaluation criteria and an evaluation criteria development period, and composition of achievement criteria by subject, and an understanding of the differences must be premised. Second, analysis of the 'construct' contained in the content elements and performance elements of the achievement criteria, the identification of the 'scope and hierarchy' level, the method of expressing the performance elements included in the achievement criteria should be considered. It is also necessary to reflect the responsiveness, development pools of criteria for achievement of evaluation criteria in consideration of the characteristics of special education students, and reconceptualize the evaluation criteria of the basic curriculum. Third, the development of evaluation criteria and evaluation criteria based on the achievement criteria of the basic curriculum is educational in that it serves as a performance indicator that confirms the responsibility of education for individual students by switching to an evaluation system that records the educational growth of students. Conclusion: First, the premise of development should be considered before the development of evaluation criteria, achievement criteria and evaluation criteria. Second, it is necessary to develop pools of evaluation criteria, taking into account the characteristics of achievement standards and special education students, and to reconceptualize the evaluation criteria. Third, the development of achievement criteria and evaluation criteria based on the achievement criteria of the basic curriculum is meaningful in the essential aspect of the evaluation of a student's development of growth and confirmation of the responsibility of education. 연구목적: 이 연구는 국가수준 교육과정으로서의 2015 특수교육 교육과정 기본 교육과정에 제시된 성취기준을 특수교육대상학생의 특수성을 고려한 재해석을 통해 평가준거 성취기준과 평가기준 개발의 방향을 탐색하는데 목적이 있다. 연구방법: 이를 위해 초・중등 특수교사 8인과 교육과정 및 평가 영역에서 다수의 연구를 수행한 교수 3인이 함께 사례개발 경험을 가지면서 총 5차에 거쳐 집중적인 심층 인터뷰 과정을 거쳤으며, 참여 관찰방법을 활용하여 결과를 분석하였다. 연구결과: 첫째, 기본 교육과정 성취기준의 재해석을 통한 평가준거 성취기준과 평가기준 개발에 있어서는 기본 교육과정 적용 특수교육대상학생의 특성, 평가준거 성취기준 및 평가기준 개발 시기, 교과별 성취기준의 구성 방식의 차이에 대한 이해가 전제되어야 한다. 둘째, 평가준거 성취기준 및 평가기준 개발에서는 성취기준의 내용요소 및 수행요소에 내포된 ‘구인’의 분석과 ‘범위와 위계’ 수준 확인, 성취기준에 포함된 수행요소를 표현하는 방식과 학생의 반응성 반영, 특수교육대상학생의 특성을 고려한 평가준거 성취기준 풀(Pool) 개발, 기본 교육과정의 평가기준에 대한 재개념화 작업이 필요하다. 셋째, 기본 교육과정 성취기준에 토대한 평가준거 성취기준 및 평가기준 개발은 학생의 교육적 성장을 기록하는 평가체계로의 전환과 개별 학생에 대한 교육의 책무를 확인하는 성과지표로서의 역할이라는 점에서 교육적 함의를 지닌다. 결론: 첫째, 평가준거 성취기준 및 평가기준 개발에 앞서 개발의 전제에 대해 고려해야 한다. 둘째, 성취기준 및 특수교육대상학생의 특성을 고려한 평가준거 성취기준 풀 개발과 평가기준의 재개념화가 필요하다. 셋째, 기본 교육과정 성취기준에 토대한 평가준거 성취기준 및 평가기준 개발은 학생의 성장 발달과 교육의 책무 확인이라는 평가의 본질적 측면에서 의의를 지닌다.

대학 산학협력의 평가준거 개발 연구

곽진영,김진모 한국농·산업교육학회 2023 농업교육과 인적자원개발 Vol.55 No.4

The purpose of this study was to develop evaluation criteria that can be used autonomously when promoting industry-university cooperation in four-year universities and to find out their validity and relative importance. To achieve the purpose of this study, first, the industry-university cooperation evaluation criteria were devised. Secondly, the validity of the proposed evaluation criteria was verified, and finally, the relative importance of the final evaluation criteria was calculated. Based on the review of previous studies, the industry-university cooperation evaluation criteria were devised with 12 evaluation areas, 28 evaluation items, and 59 evaluation indicators in the early stage, and the final evaluation criteria was confirmed with 12 evaluation areas, 26 evaluation items, and 57 evaluation indicators based on expert consultations and two Delphi surveys. The third Delphi survey used the Analytical Hierarchy Process (AHP) method to evaluate the relative importance of each evaluation criterion as determined by all the panel assessors. The main conclusions are as follows. First, the evaluation criteria for the basic factors that universities should consider in promoting industry-university cooperation were proven that it is quite valid as a result of statistical verification. Second, in the process of examining the validity and relative importance of the evaluation criteria, it was confirmed that the six directions of developing the evaluation criteria for industry-university cooperation were significantly implemented. Third, as a result of calculating the relative importance, it was found that the panel of experts in various groups put the most emphasis on the criteria for objectives or plans, putting weight on the situation “C” at the CIPP stage. Finally, based on these conclusions, suggestions were made on the follow-up research and utilization related to the industry-university cooperation evaluation criteria. 이 연구의 목적은 4년제 대학에서 산학협력을 자율적으로 평가하기 위한 평가준거를 개발하고 그 타당도와 상대적 중요도를 구명하는 데 있었다. 연구의 목적을 달성하기 위해 문헌연구를 토대로 대학 산학협력 평가준거 초안을 구안하고, 초안에 대한 타당도를 검증한 후, 확정된 평가준거에 대한 상대적 중요도를 도출하였다. 선행연구 고찰을 토대로 12개 평가영역, 28개 평가항목, 59개 평가지표로 대학 산학협력 평가준거 초안을 구안하고, 전문가 협의 및 두 차례의 델파이 조사에 근거한 타당화 과정을 거쳐 12개 평가영역, 26개 평가항목, 57개 평가지표로 평가준거 최종안을 확정하였다. 타당성을 확보한 대학 산학협력 평가준거 최종안의 평가영역, 평가항목, 평가지표에 대하여 계층화 분석법(AHP)을 적용한 세 번째 델파이 조사를 실시하여 상대적 중요도를 산정하였다. 연구결과에 따른 결론은 다음과 같다. 첫째, 대학 산학협력 추진 시 기본적으로 고려해야 하는 평가준거 최종안은 통계적 검증 결과 상당히 타당함이 확인되었다. 둘째, 평가준거의 타당도와 상대적 중요도를 검토하는 과정에서 확인된 대학 산학협력 평가준거 개발의 여섯 가지 방향은 유의미하게 구현된 것으로 확인되었다. 셋째, 상대적 중요도 산정 결과 다양한 그룹의 전문가 패널은 전체적으로 목표나 계획에 대한 준거를 가장 중시하는 것으로 나타나 CIPP 단계에서 상황(C)에 무게를 두는 것으로 나타났다. 마지막으로 해당 연구결과를 바탕으로 대학 산학협력 평가준거와 관련한 후속연구 및 활용과 관련하여 제언하였다.

Evaluation Criteria for Road Networks in Residential Areas

하오근,박동주,이강대,원재무 대한토목학회 2011 KSCE JOURNAL OF CIVIL ENGINEERING Vol.15 No.7

The objective of this study is to identify evaluation criteria for evaluating residential area road networks. To this end, existing studies regarding urban plan paradigms, neighborhood road network designs and road network evaluation criteria are reviewed,leading to the selection through first and second expert questionnaire surveys of 42 road network evaluation criteria. The road network evaluation criteria were divided into interregional road networks and regional road networks. To derive the evaluation criteria, the former were divided into motorways (main roads and auxiliary main roads) and public transportation, while the latter were divided into motorways (distributed roads, local roads), pedestrian ways and bicycle ways. Analytical Hierarchy Process (AHP)analysis of the weighted values of the evaluation criteria revealed the regional road networks to be more important than the interregional road networks, and the eco-friendly transportation networks such as pedestrian ways and bicycle ways to be more important than others. The road network evaluation criteria were divided into quantitative and qualitative indicators, and the methods for their scoring were presented by considering the characteristics of each evaluation criterion. Finally, the practicality of these evaluation criteria was investigated with a case study that examined a residential area redevelopment project of the “Jeonnong ·dapshim-ri rearrangement promotion”. In the evaluation of the road networks before and after implementation of the development project, the evaluation scores of the interregional road networks did not show any significant differences, while the evaluation scores of regional road networks did. This result indicated that the conditions of the regional road networks, including motorways (distributed roads, local roads), were considerably improved by the case region development project.

온라인 리뷰 분석을 통한 상품 평가 기준 추출: LDA 및 k-최근접 이웃 접근법을 활용하여

이지현(Ji Hyeon Lee),정상형(Sang Hyung Jung),김준호(Jun Ho Kim),민은주(Eun Joo Min),여운영(Un Yeong Yeo),김종우(Jong Woo Kim) 한국지능정보시스템학회 2020 지능정보연구 Vol.26 No.1

Product evaluation criteria is an indicator describing attributes or values of products, which enable users or manufacturers measure and understand the products. When companies analyze their products or compare them with competitors, appropriate criteria must be selected for objective evaluation. The criteria should show the features of products that consumers considered when they purchased, used and evaluated the products. However, current evaluation criteria do not reflect different consumers’ opinion from product to product. Previous studies tried to used online reviews from e-commerce sites that reflect consumer opinions to extract the features and topics of products and use them as evaluation criteria. However, there is still a limit that they produce irrelevant criteria to products due to extracted or improper words are not refined. To overcome this limitation, this research suggests LDA-k-NN model which extracts possible criteria words from online reviews by using LDA and refines them with k-nearest neighbor. Proposed approach starts with preparation phase, which is constructed with 6 steps. At first, it collects review data from e-commerce websites. Most e-commerce websites classify their selling items by high-level, middle-level, and low-level categories. Review data for preparation phase are gathered from each middle-level category and collapsed later, which is to present single high-level category. Next, nouns, adjectives, adverbs, and verbs are extracted from reviews by getting part of speech information using morpheme analysis module. After preprocessing, words per each topic from review are shown with LDA and only nouns in topic words are chosen as potential words for criteria. Then, words are tagged based on possibility of criteria for each middle-level category. Next, every tagged word is vectorized by pre-trained word embedding model. Finally, k-nearest neighbor case-based approach is used to classify each word with tags. After setting up preparation phase, criteria extraction phase is conducted with low-level categories. This phase starts with crawling reviews in the corresponding low-level category. Same preprocessing as preparation phase is conducted using morpheme analysis module and LDA. Possible criteria words are extracted by getting nouns from the data and vectorized by pre-trained word embedding model. Finally, evaluation criteria are extracted by refining possible criteria words using k-nearest neighbor approach and reference proportion of each word in the words set. To evaluate the performance of the proposed model, an experiment was conducted with review on ‘11st’, one of the biggest e-commerce companies in Korea. Review data were from ‘Electronics/Digital’ section, one of high-level categories in 11st. For performance evaluation of suggested model, three other models were used for comparing with the suggested model; actual criteria of 11st, a model that extracts nouns by morpheme analysis module and refines them according to word frequency, and a model that extracts nouns from LDA topics and refines them by word frequency. The performance evaluation was set to predict evaluation criteria of 10 low-level categories with the suggested model and 3 models above. Criteria words extracted from each model were combined into a single words set and it was used for survey questionnaires. In the survey, respondents chose every item they consider as appropriate criteria for each category. Each model got its score when chosen words were extracted from that model. The suggested model had higher scores than other models in 8 out of 10 low-level categories. By conducting paired t-tests on scores of each model, we confirmed that the suggested model shows better performance in 26 tests out of 30. In addition, the suggested model was the best model in terms of accuracy. This research proposes evaluation criteria extracting method that combines topic extraction using LDA and refinement with k-near

학점은행제 평가인정의 메타평가 준거 개발

임옥진 한국성인교육학회 2007 Andragogy Today : International Journal of Adult & Vol.10 No.2

본 연구는 학점은행제 평가인정을 평가하기 위한 준거인 메타평가 준거를 개발하는데 목적이 있다. 문헌연구를 통해 메타평가 영역을 평가투입, 평가과정, 평가결과 및 활용의 세 영역으로 설정하여 총 30개의 준거를 설정하였다. 이에 근거하여 준거의 적합성 검토, 타당성 검증의 과정을 거쳐 29개의 준거를 개발하였다. 준거의 적합성 검토는 전문가 13명에게 실시하였고, 타당성 검증은 학점은행제 평가인정 평가위원(제15차)과 전국의 463개 교육훈련기관 학점은행제 실무자를 통하여 이루어졌다. 평가투입 영역의 준거는 평가목적의 타당성, 평가조직·기구의 적절성, 평가위원의 양적 적절성, 평가위원의 전문성, 평가위원의 선정 및 구성의 적절성, 평가예산의 적정성, 평가자료의 적절성, 평가영역 및 항목의 타당성, 평가지표 및 기준의 타당성, 평가점수 배분의 적절성 등 10개가 개발되었다. 평가과정 영역의 준거는 12개로서 평가주기의 적절성, 평가시기의 적절성, 평가방법의 적절성, 자체보고의 정확성, 서면평가의 충실성, 현장방문평가의 충실성, 평가절차의 합리성, 평가대상기관 오리엔테이션의 적절성, 평가편람 배포의 적절성, 평가위원 사전평가교육의 적절성, 평가의 객관성, 평가의 공정성 등이다. 평가결과 및 활용 영역의 준거는 평가결과의 신뢰성, 평가결과보고서의 충실성, 이의제기 기회의 적절성, 평가결과의 공개성, 평가결과의 활용성, 평가결과의 영향성, 메타평가의 적절성 등 7개이다. The purpose of this study is, as a standard to evaluate the academic credit bank system, to develop the meta-evaluation criteria. For that, the researcher established meta-evaluation criteria through a literature survey, and on the basis of that, conducted an investigation-study in the order of investing the appropriateness of the criteria, its validity research. Meta-evaluation area has been composed of the three items including evaluation input, evaluation process, evaluation results & application, and total 30 criteria were established, After revising & supplementing under the examination of the appropriateness of the criteria by 13 experts, 29 criteria were selected through the process of verifying their appropriateness. A questionnaire survey for the appropriateness verification was conducted on the evaluation committees(the 15th) of academic credit bank system, for its accreditation, and on the working-level persons for academic credit system in 463 educational training institutes throughout the country. First, ten criteria for evaluation input area were developed: 1) the validity of evaluation purposes; 2) the appropriateness of evaluation organization·system; 3) quantitative appropriateness of evaluation committees; 4) the speciality of evaluation committees; 5) the appropriateness in the selection & composition of evaluation committees; 6) the adequacy of evaluation budget; 7) the appropriateness of evaluation data; 8) the validity of evaluation area & items; 9) the validity of evaluation index; 10) the validity of the allocation of evaluation score. Second, twelve criteria for evaluation process area were developed: 1) the appropriateness of evaluation time; 2) the appropriateness of evaluation cycle; 3) the appropriateness of evaluating method; 4) the accuracy of in-house reporting; 5) the faithfulness of written evaluation; 6) the faithfulness of on-the-spot evaluation; 7) the rationality of evaluating procedures; 8) the appropriateness of orientation by an outside evaluating organization; 9) the appropriateness of evaluation handbook distribution; 10) the appropriateness of pre-evaluation education for evaluation committees; 11) the objectivity of evaluation; 12) the fairness of evaluation. Finally, seven criteria for evaluation results & their practical use area were developed: 1) the reliance of evaluation results; 2) the faithfulness of evaluation result report; 3) the appropriateness of objection chance; 4) the openness of evaluation results; 5) the practical use of evaluation results; 6) the influence of evaluation results; 7) the performance of meta-evaluation.

학교 환경교육 프로그램 평가 준거 개발

이윤조,이용환 한국농·산업교육학회 2009 농업교육과 인적자원개발 Vol.41 No.4

The purpose of this study is to develop the criteria to evaluate the quality of environmental education programs at primary and secondary schools and to identify the relative importance of each evaluation criterion. To this end, previous research was reviewed and the Delphi method was employed. A draft of evaluation criteria was developed based on the result of reviewing related documents and previous research and the Delphi method was used to confirm the validity of evaluation criteria and to analyze the relative importance of the finally established criteria. The first draft of evaluation criteria consisted of 4 evaluation areas, 12 evaluation items, and 43 evaluation indices. In order to confirm the validity, four rounds of the Delphi survey were carried out with 18 expert panelists consisting of six persons from each group of professors, teachers, and environmental education program experts. The evaluation criteria with a relatively low degree of consensus between experts were modified and the revised set of evaluation criteria were developed repeatedly through the Delphi survey. Finally, the confirmed evaluation criteria for the environmental education programs at the elementary and secondary schools consisted of 4 evaluation areas (such as 1. need analysis of the program, 2. program design and educational materials development, 3. implementation of the program, and 4. identification of the program outcomes), 12 evaluation items, and 42 evaluation indices. In the final Delphi survey, the analytic hierarchy process (AHP) was introduced to analyze the relative importance of the evaluation criteria developed. Based on the results of the study, recommendations were proposed. 이 연구는 학교 환경교육 프로그램의 질을 관리하고 평가하기 위한 평가준거를 개발하고 각 평가준거의 상대적 중요도를 구명하는 데 그 목적을 두고 수행되었다. 이러한 연구의 목적을 달성하기 위하여 문헌연구와 델파이 조사에 의한 연구방법을 적용하였다. 이론적 배경이 되는 관련 문헌과 선행연구들을 고찰하여 학교 환경교육 프로그램 평가준거 초안을 구안하고, 델파이 조사를 통하여 평가준거에 대한 타당화를 거쳐 최종적으로 확정된 평가준거의 상대적 중요도를 분석하였다. 학교 환경교육 프로그램에 대한 평가준거를 개발하기 위하여 관련 이론 및 선행 연구를 고찰하여 4개의 평가영역, 12개의 평가항목, 43개의 평가지표로 구성된 평가준거 초안을 구안하였다. 구안된 평가준거 초안에 대한 타당성을 확보하고 평가준거간의 상대적 중요도를 분석하기 위하여 대학교수, 학교교사, 환경교육 프로그램 전문가 6명씩 모두 18명의 해당 분야 전문가 패널을 대상으로 델파이 조사를 평가항목, 평가항목, 평가지표별 2차례 실시하였다. 상대적으로 낮은 의견 일치도를 보인 항목을 수정하고 전문가 패널들의 의견을 종합하는 과정을 거쳐 학교 환경교육 프로그램 평가준거를 확정하고 그 타당성을 확보하였다. 최종 확정된 학교 환경교육 프로그램 평가준거는 1. 프로그램의 요구분석, 2. 프로그램의 설계 및 자료개발, 3. 프로그램의 실행, 4. 프로그램의 성과확인 등 4개 영역, 12개 항목과 42개 평가지표로 구성되었다. 네 차례에 걸친 델파이 조사를 통하여 타당성을 확보한 학교 환경교육 프로그램 평가준거의 상대적 중요도를 분석하기 위하여 마지막 델파이 조사에서 계층화 분석법을 실시하였다. 델파이 조사와 상대적 중요도를 분석한 결과를 바탕으로 후속 연구를 위한 제언을 하였다.

유치원평가의 평가준거체계 구성방향 탐색

권기욱 안암교육학회 2008 한국교육학연구 Vol.14 No.2

본 연구는 2007년도에 시범적으로 적용된 유치원평가의 평가준거체계를 분석하고 새로운 평가준거체계의 구성방향을 탐색하는 것을 목적으로 한다. 연구의 목적을 성취하기 위하여 유치원의 질 및 평가준거체계에 관련된 이론들을 규명하고, 국내외 유아프로그램의 평가준거체계들을 사례로 분석하고, 유치원평가의 평가준거체계를 분석하였다. 이를 근거로 새로운 평가준거체계의 구성방향을 모색하였다.연구 결과, 유치원의 평가준거체계는 평가의 타당도, 신뢰도, 유용성, 실현가능성을 제고하기 위하여 평가준거체계의 구성방향으로 유치원의 효과성평가를 강화하고, 평가영역 및 평가항목의 선정을 유치원 전반으로 확대하고, 평가지표의 양을 증가시키고 내용을 구체화하며, 평가지표를 유치원 목적 성취에 적절성에 관련하여 가치를 판정할 것을 제안한다. Today, the nations of the world are making an effort to improve the quality of early childhood education institutions. For this purpose, the early childhood education institution evaluation system is utilized. The objective of this study was to provide the composition strategies of the evaluation criteria system of kindergarten evaluation. To achieve this objective, this study analyzed the theories which are related to the qualities of kindergarten education, theories which are related to the evaluation criteria system of early childhood education institutions, and the evaluation criteria systems of early childhood education institutions in Americaand Korea. The results of the study found five problems regardingthe evaluation criteria system of kindergarten evaluation. Based on the results, this study suggests five composition strategies for the evaluation criteria system of kindergarten evaluation. They are as follows: First, the kindergarten evaluation has to be focused on the effectiveness of evaluation rather than the efficiency of evaluation. Second, the evaluation criteria system of kindergarten evaluation has to involve all areas rather than just some areas of kindergarten systems. Third, the number of evaluation criteria has to be increased. Forth, the evaluation indicators have to be written in detail. Fifth, the evaluation indicators have to reflect the appropriateness for the kindergarten purposes.

전문대학 비서과 교육과정 평가준거 개발

이화진,김진모 한국농·산업교육학회 2011 농업교육과 인적자원개발 Vol.43 No.2

The purpose of this study was to develop the criteria to evaluate the curriculum for secretarial majors in colleges and to identify the relative importance of each evaluation criterion. To achieve this goal, previous researches were reviewed while the Delphi method was employed. The evaluation criteria draft was developed after reviewing related documents and previous researches. And the Delphi method was used to confirm the validity of evaluation criteria and to analyze the relative importance of the finally established criteria. The first draft of the evaluation criteria consisting of 4 evaluation areas, 14 evaluation items and 45 evaluation indicators was created after reviewing related documents and previous researches. In order to secure the validity of the draft and analyze the relative importance of the evaluation criteria established, three rounds of the Delphi survey were carried out on 21 expert panels including seven persons from each group of professors in secretarial majors, secretaries and curriculum evaluation experts. The Delphi survey was conducted three rounds: the first and the second were aimed at reviewing the appropriateness and reasonability of evaluation criteria; the third was designed to calculate the weight among confirmed evaluation criteria. In the final Delphi survey, the analytic hierarchy process (AHP) was introduced to analyze the relative importance of the evaluation criteria established. Finally, the confirmed evaluation criteria for the curriculum of secretarial majors in colleges consist of four evaluation areas, 14 evaluation items and 38 evaluation indicators. Basedd on the results of the study, recommendations were proposed. 이 연구는 전문대학 비서과 교육과정을 평가하기 위한 준거를 개발하고 각 평가준거의 상대적 중요도 구명을 주된 목적으로 하였다. 연구의 목적을 달성하기 위하여 연구방법으로 문헌 연구와 델파이 조사법을 사용하였다. 관련 문헌과 선행 연구들을 고찰하여 전문대학 비서과 교육과정 평가준거 초안을 구안하고, 델파이 조사를 통하여 평가준거에 대한 타당화를 거쳐 최종적으로 확정된 평가준거의 상대적 중요도를 분석하였다. 전문대학 비서과 교육과정에 대한 평가준거를 개발하기 위하여 관련 이론 및 선행 연구를 고찰하여 4개의 평가영역, 14개의 평가항목, 45개의 지표로 구성된 평가준거 초안을 구안하였다. 구안된 평가준거 초안에 대한 타당성을 확보하고 평가준거간의 상대적 중요도를 분석하기 위하여 비서과 대학교수, 교육과정 평가 전문가, 현장 전문가인 현직 비서 7명씩 모두 21명의 해당 분야 전문가 패널을 대상으로 델파이 조사를 실시하였다. 1차와 2차 델파이 조사는 연구자가 개발한 평가준거 초안에 대한 타당성 검토를 위한 것이었으며, 상대적으로 낮은 의견 일치도를 보인 항목을 수정하고 전문가 패널들의 의견을 수렴하고 종합하는 과정을 거쳐 전문대학 비서과 교육과정 평가준거를 확정하고, 그 타당성을 확보하였다. 1, 2차 델파이 조사를 통해 평가준거에 대한 타당화 과정을 거쳐 최종적으로 확정된 전문대학 교육과정 평가준거의 상대적 중요도를 분석하기 위하여 3차 델파이 조사를 실시하였다. 3차 델파이 조사에서 사용된 조사 도구는 평가준거의 가중치 산정을 위하여 계층화 분석법을 사용하여 개발하였다. 최종 확정된 전문대학 비서과 교육과정 평가준거는 4개 평가영역, 14개 평가항목, 38개 평가지표로 구성되었고, 연구결과를 바탕으로 제언을 하였다.