청각장애유아의 쓰기평가를 위한 교육과정중심측정의 활용가능성 탐색 = The Applicability of CBM in Writing for Young Children with Hearing Impairments

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the usefulness of curriculum-based measurement in writing for young children with hearing impairments. Fifteen young children with hearing impairments participated in this study. Their writing skills were evaluated through CBM and criterion measures. The correlations among CBM scores, and the relationships between CBM scores and the criterion measures were examined in this study. The results of this study are summarized as follows. First, intercorrelations among CBM scores were generally high. This correlations were higher in the dictation word task than in the word copying task. The lowest correlation was between TWW and CISS in both dictation word and word copying tasks, and The highest correlation was between TSW and CSS. Second, the relationships between CBM scores and criterion measures were generally high except for TWW. Especially, the corrlations between CBM scores and criterion measures were higher in the dictation word task than in the word copying task. Third, The lowest correlation between CBM scores and criterion measures was CLS in the word copying task, and was CISS in the dictation words. Also, The strongest correlations between CBM scores and criterion measures were SSC and CSS in both tasks. Therefore, the results of this research indicated that CBM would be applicable to young children with hearing impairments in assessing the writing skills.

국문 초록 (Abstract)

본 연구는 청각장애유아의 쓰기평가를 위한 교육과정중심측정(CBM: Curriculum-Based Measurement)의 활용가능성을 탐색해보기 위해 15명의 청각장애유아에게 교육과정중심측정을 활용한 쓰기평가와 준거평가를 실시하여 교육과정중심측정을 활용한 쓰기척도들 간의 관계를 살펴보고 교육과정중심측정을 활용한 평가와 준거평가간의 관계를 알아보았다. 연구결과, 첫째, 교육과정중심측정 평가척도들 간의 내적상관은 전반적으로 높았다. 모사하기보다는 단어쓰기에서의 척도들 간 내적상관이 다소 높았고, 두 과제에서 공통적으로 쓴 단어(TWW: Total Words Written)와 음절연속-틀린 음절연속(CISS: Correct- Incorrect Syllables Sequences)의 관련정도가 가장 낮았으며, 쓴 음절(TSW: Total Syllables Written)과 맞은 음절연속(CSS: Correct Syllables Sequences)의 관련정도가 가장 강하였다. 둘째, 쓴 단어를 제외하고 교육과정중심측정 평가척도들과 준거평가들의 상관은 전반적으로 높았으며, 모사하기과제로부터 산출된 교육과정중심측정 척도들과 준거평가들 간의 상관에 비해 단어쓰기과제의 교육과정중심측정 척도들과 준거평가들 간 상관이 상대적으로 더 높았다. 모사하기경우에는 두 가지 준거평가와 공통적으로 가장 낮은 관계정도를 보인 척도가 맞은 철자연속(CLS: Correct Letter Sequences)이였고, 단어쓰기경우에는 공통적으로 가장 낮은 관계정도를 보인 척도가 맞은 음절연속-틀린 음절연속(CISS: Correct-Incorrect Syllables Sequences)이었다. 또한 교육과정중심측정을 실시한 쓰기과제와 상관없이 교육과정중심측정 척도들과 준거평가점수들 간 관련성이 공통적으로 강하게 산출된 척도는 맞은 음절(SSC: Syllables Spelled Correctly)과 맞은 음절연속(CSS: Correct Syllables Sequences)이었다. 따라서 청각장애유아의 쓰기평가 시 교육과정중심측정의 적용가능성을 확인해 보았다는 점에서 본 연구의 의의를 찾을 수 있다.

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