국가수준 학업성취도 평가의 최적의 선택지 개수 분석 = An analysis on the optimal number of options in multiple-choice items of the National Assessment of Educational Achievement

다국어 초록 (Multilingual Abstract)

This study investigated the effects of reducing the number of options in multiple-choice items on the psychometric characteristics of the English section of the NAEA (National Assessment of Educational Achievement). The purpose of the NAEA is to measure educational progress and achievement and it is administered to all sixth, ninth, and eleventh grade Korean students annually. The English section for the ninth graders is the focus of this study; it is made up of thirty-four five-option multiple-choice items and six constructed-response items. A five-option, multiple-choice English test was converted to a four- and a three-option version by eliminating the least and the second least frequently chosen options. Item difficulty, item discrimination, guessing, reliability, and information function were computed as a function of the number of options. This study employed the 3-parameter IRT model. Results showed that there were no significant differences among the three means of item difficulty as well as item discrimination indices; however, the inspection of the test information function indicated that the five-option version generally yielded the highest amount of test information function over the ability scale. Results indicate that streamlined three- or four-option versions are not likely to function as well as the five-option version at the test level.

목차 (Table of Contents)

• Abstract
• Ⅰ. 서론
• Ⅱ. 선행연구
• Ⅲ. 연구방법
• Ⅳ. 연구결과
• Ⅴ. 결론
• 참고문헌

참고문헌 (Reference)

1 이영주, "중․고등학교 다문화가정 학생의 영어 학업성취 특성 분석" 한국외국어교육학회 20 (20): 57-78, 2013

2 성태제, "문항제작 및 분석의 이론과 실제" 학지사 2010

3 성태제, "문항반응이론의 이해와 적용" 교육과학사 2001

4 이영주, "국가수준 영어과 학업성취도 평가 결과 및 학생변인의 추이 분석" 한국외국어교육학회 19 (19): 225-251, 2012

5 Owen, S., "What’s wrong with three-option multiple choice items?" 47 : 513-522, 1987

6 Crehan, K., "Use of an inclusive option and the optimal number of options for multiple-choice items" 53 : 241-247, 1993

7 Costin, F., "The optimal number of alternatives in multiple-choice achievement tests : Some empirical evidence for a mathematical proof" 30 : 353-358, 1970

8 Kolen, M. J., "Test equating, scaling, and linking: Methods and practices" Springer-Verlag 2004

9 Hulin, C. L., "Recovery of two-and three-parameter logistic item characteristic curves" 6 : 249-260, 1982

10 Delgado, A., "Further evidence favoring three-option items in multiple-choice tests" 14 : 197-201, 1998

11 Lord, F. M., "An analysis of the verbal scholastic aptitude test using Birnbaum’s three-parameter logistic model" 28 : 989-1020, 1968

12 Straton, R., "A comparison of two-, three-, and four-choice item tests given a fixed total number of choices" 40 : 357-365, 1980

13 Shizuka, T., "A comparison of three-and four-option English tests for university entrance selection purposes in Japan" 23 (23): 35-57, 2006

14 이창훈, "2010년 국가수준 학업성취도 평가 출제방안 연구" 한국교육과정평가원 2010