시험 실시 시기가 텍스트 기반 학습 및 메타인지적 판단에 미치는 영향

국문 초록 (Abstract)

본 연구는 학습을 촉진하는 하나의 방안으로써 시험을 실시할 때 적절한 시험 실시 시기를 결정함에 있어서 학습 유형과 학습자의 특성을 고려해야 할 필요가 있음을 보이고자 하였다. 또한 본 연구는 시험을 실시하는 시기가 학습 결과에 직접적인 영향을 미칠 뿐만 아니라, 학습 결과에 대한 학습자들의 메타인지적 판단에 대한 여향을 매개로 추후 학습에 영향을 미칠 가능성을 확인하고자 하는 목적으로 수행되었다. 자료 분석 결과는 연구 가설을 대체로 만족하였다. (1) 학습 후 일주일 뒤보다는 학습 직후에 시험을 실시하는 것이 텍스트 이해 능력 수준이 낮은 학습자들의 사실적 이해를 돕는데 더 효과적이었다. 반면 텍스트 이해 능력이 높은 학습자들의 경우에는 시험 실시로 인한 인출 경험 시기는 사실적 이해 결과에 영향을 미치지 않는 것으로 나타났다. (2) 텍스트 이해 능력 수준에 상관없이 시험 실시 시기에 따른 추론적 이해 결과의 차이는 존재하지 않았다. (3) 학습 후 바로 시험을 실시한 경우보다는 일주일 뒤에 시험을 실시했을 때 자신의 텍스트 이해 정도를 더 낮게 평가하는 경향이 나타났다. 그리고 이러한 경향은 텍스트 이해 능력 수준이 낮은 학습자들 사이에서 더 강하게 나타났다. (4) 학습 후 일주일 뒤에 시험을 치른 학습자들의 학습 정도에 대한 메타인지적 판단이 학습 직후 시험을 치른 학습자들의 메타인지적 판단에 비해 더 정확하였다. 이러한 연구결과를 바탕으로 본 연구의 학문적 및 실제적 시사점을 제시하였다.

다국어 초록 (Multilingual Abstract)

According to previous studies, test-talking itself can have a greater improving impact on learning performance than repeated learning. The objective of this study was to show that one should take cognitive features of the learning procedure and the learner characteristics into consideration in terms of determining the appropriate timing of test-talking as a means to improve learning performance and metacognitive judgements. Data generally supported our hypotheses. To summarize, immediate test-taking were more effective than delayed one, but only in terms of factual understanding, not inferential understanding of texts. Such timing effect was found merely among low-skilled readers, not high-skilled readers. Additionally, delayed test-taking had a greater impact than immediate one in terms of lowering metacognitive judgments made after the corresponding test-talking compared to the one made prior to that. Such difference was larger for low-skilled readers than for high skilled readers. Lastly, the metacognitive judgements made after the delayed test were more accurate than the metacognitive estimates made after the immediate test.

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