측정시간 차이에 따른 수학 CBM 검사 결과의 비교: 학습장애 선별 모형인 중재반응모형에서의 활용을 위하여 = Comparing Math CBM Scores with Different Time Administrations: An Application of Response to Intervention

다국어 초록 (Multilingual Abstract)

The main purpose of this study was to compare the validity and reliability of math within different time administration. Recently, CBM is referred to as one of alternative methods within an RTI model. In order to confirm the usefulness of CBM within an RTI model, however, it is necessary to establish the validity and reliability of CBM measures. It is assumed that different time administration result in difference in technical adequacy of CBM measures. For this reason, a wealth of research has been conducted in U.S, but there are few studies on the topic in Korea. In this study, descriptive statistics, correlation coefficients, and simple linear regression were used for answering the research questions used. The results from this study show that CBM with 1 min administration was better than CBM with 2 min administration. The implications and limitations of this study are discussed.

국문 초록 (Abstract)

본 연구의 주된 목적은 CBM 검사의 측정주기의 차이에 따른 CBM 검사결과의 차이를 비교분석하는 것이었다. 최근에 CBM 검사는 새로운 학습장애의 정의인 중재반응모형에서 활용되고 있는 대안적 검사방법으로 인식되고 있다. CBM 검사가 중재반응모형에서 활용되기 위해서는 충분한 신뢰도와 타당도결과가 확보되어야 하며, CBM 검사의 타당도와 신뢰도에 영향을 줄 수 있는 한 가지 중요한 변인은 검사의 측정시간이었다. 따라서 본 연구에서는 기초 통계치, 상관분석, 회귀분석방법을 이용하여 CBM 검사의 적절한 측정시간을 비교하였다. 연구결과에 따르면 2분 측정시간으로 CBM을 사용했을 때 천장효과가 나타나는 것으로 나타났다. 신뢰도와 타당도를 고려했을 때 저학년의 경우 2분 측정시간보다 1분 측정 CBM 검사가 우수한 것으로 나타났다. 끝으로, 본 연구의 의의와 제한점을 논의하였다.

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