인지구조모형에 근거한 학생의 지식상태의 진단-규칙장이론(Rule-space theory)의 적용- = Diagnosis of students' knowledge states based on a cognitive model: An application of Rule-space theory

다국어 초록 (Multilingual Abstract)

This study was to investigate a procedure to cognitively assess students' knowledge states with applying Rule-space theory by answering two questions; how a cognitive model (that is a Q-matrix) can be developed, how the diagnosed results are characterized and different from ability scores. Four competing Q-matrices, using CSAT (College Scholastic Achievement Test in Korea) Mathematics items, were independently developed by two mathematics specialists based on two attribute sets - CSAT Mathematics test specifications and SAT Mathematics attributes previously developed by Boodoo, et. al. (1997). Then item difficulties were regressed to the attribute scores using each Q-matrix. A Q-matrix was finalized by combining attributes having only one item-connection into the one of same category, which was based on the Q-matrix showed the highest R2. Two kinds of knowledge states, attribute attainment pattern and attribute attainment probability pattern, were computed. The findings with diagnosis results were that the difference of conceptualization of knowledge states might result in different diagnoses, which lead to a discussion that two types of diagnoses were to be provided together, and that there were individual differences of knowledge states among the students having same scores, which lead to an importance of cognitive diagnosis in educational assessment settings.

국문 초록 (Abstract)

학생의 성취도 평가가 보다 더 수업과 직결될 수 있도록 할 수 있는 인지심리학적 측정의 가능성을 탐색하는 의미에서, 규칙장이론을 적용하여 학생들의 인지상태를 진단하고자 하였다. 인지상태진단은 크게 인지구조모형인 Q-matrix의 결정단계와 최종 인지상태의 추정단계로 나뉜다. Q-matrix 결정 단계는 전문적 판단과 중다회귀분석이 상호보완적으로 이용될 수 있음을 제시하였다. 인지상태 추정단계에서는 인지상태분석 결과인 학생의 인지상태 진단결과제시 방법으로서 인지요소유형과 인지요소성취확률을 제시하고 비교하였다. 같은 개인이라고 하더라도 진단결과제시방법을 어떻게 하는가에 따라서 진단결과가 달라질 수 있음과, 총점이 같다고 하더라도 학생의 인지구조는 달리 진단될 수 있음을 확인하였다. 인지요소유형과 인지요소성취확률을 동시에 제시하는 것이 학생이해를 위하여 바람직하며, Q-matrix의 타당화연구와 인지심리학적 측정의 교육적 의의를 논의하였다.

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