敎育評價의 量的 接近과 質的 接近에 대한 基準 = The Criteria of Quantitative and Qualitative Approach in Educational Evaluation

다국어 초록 (Multilingual Abstract)

Nowadays educational evaluation mostly concerns the measurement and judgement, emphasizing measuring. This type of evaluation can be classified as quantitative approach. But human behaviors cannot be fully expressed numerically. We need some may to understand a person's unique internal phenomena and characteristic, which can be achieved through qualitative approach.
This paper aims first to present criteria of quantitative and qualitative approach, and second to distinguish the basic view points of the two apposches.
Ten criteria presented in this paper are (1) positivistic vs hermeneutical criterion, (2) controlled vs phenomenal criterion, (3) objective vs subjective criterion, (4) reliability vs subjectivity criterion, (5) universal vs characteristic criterion, (6) deductive vs inductive criterion, (7) analytic vs synthetic criterion, (8) relative vs purposive criterion, (9) clarified vs suggestive criterion, and (10) resultant vs procedural criterion.
The Quantitative approach in educational evaluation emphasizes positivistic, controlled, objective, reliability, universal, deductive, analytic, relative, clarified criterion, whereas the qualitative approach emphasizes hermeneutical, phonemenal, subjective, validity, inductive, synthetic, purposive, suggestive, and procedural criterion.
Educational evaluation is geared to understanding the student's individuality and to exploring the way to guide the student. Therefore what is in need is the appropriate and harmonious use of quantitative and qualitative approach in educational evaluation.

목차 (Table of Contents)

• Ⅰ. 序論: 敎育 評價의 意義와 質的 接近의 擡頭
• Ⅱ. 量的 接近과 質的 接近으로 對比되는 두 次元의 基準
• 1. 實證的 基準과 解釋的 基準
• 2. 統制的 基準과 現象的 基準
• 3. 客觀的 基準과 主觀的 基準
• 4. 信賴性의 基準과 妥當性의 基準
• 5. 一般性의 基準과 特殊性의 基準
• 6. 演繹的 基準과 歸納的 基準
• 7. 分析的 基準과 綜合的 基準
• 8. 相對的 基準과 絶對的 基準
• 9. 明示的 基準과 暗示的 基準
• 10. 結果的 基準과 過程的 基準
• Ⅲ. 結 論
• 參考文獻
• ABSTRACT