교육평가 이론 > 교육과정/교육평가

이 책의 내용은 18가지 주제를 다섯 개의 부로 분류하여 구성하였다. 제1부에서 교육평가를 이론으로 접근하는 것이 어떤 것인지 소개하였다. 평가의 의미와 탐구의 영역, 그 방법론적 특징을 다루었다. 제2부에는 평가의 플랫폼이란 제목을 붙였다. 운동선수가 체력과 기본기를 단련하는 것처럼, 교육적 품성과 사고의 근육을 연마하는 곳이다. 교육과정, 교육목표, 학습이론, 통계적 기초 등의 주제를 소개했다. 제3부, 평가 문항제작에서는 측정 도구로서의 평가 문항을 제작하는 방법과 수량화 및 표준화에 따른 문제를 다루었다. 제4부는 검사이론이다. 고전검사이론, 신뢰도, 타당도 등을 설명하고, 문항 반응이론을 소개했다. 제2부에서 키워진 지적 근육의 활약으로 문항제작과 검사이론의 전문성이 생기는 것을 경험하기 바란다. 마지막 제5부에서는 교육 효과의 검증 방법을 소개했다. 여기서는 비용분석, 가설검정, 분산분석의 기본개념을 익힐 수 있도록 했으며, 적은 지면이나마 질적 평가방법을 소개하였다. 이것은 교육평가와 교육연구의 공통분야로서 논문작성에도 중요한 도구가 될 것이다. 각 장의 끝에는 엄선한 연습문제를 두어, 독자가 공부한 내용과 현실이 맞닿는 부분을 경험할 수 있도록 배려하였다.

목차

제1부 이론으로서의 교육평가

제1장 네 가지 교육평가 ·································································13

1. 관습적인 시험놀이 ·······························································15

2. 목표달성도 측정 ·································································16

3. 학습 개선 ·········································································17

4. 의사결정 지원 활동 ·····························································19

제2장 교육평가의 범주 ···································································25

1. 교육과정의 의도 ·································································26

2. 형성적 기능 ······································································29

3. 고차적 지적 활동 ································································34

4. 의미의 수량화 ····································································36

제3장 탐구방법 ·············································································41

1. 이론의 눈 ·········································································42

2. 과학적 접근 ······································································47

3. 체계적 접근 ······································································51

4. 이론적 탐구의 조건 ·····························································54

제2부 평가의 플랫폼

제4장 교육과정 ·············································································59

1. 교육과정의 뜻 ····································································60

2. 세 가지 교육과정 ································································63

3. 교육과정의 책무 ·································································67

제5장 교육목표 ·············································································81

1. 교육과정 수준별 목표 ···························································82

2. 요구분석에 의한 목표 ···························································83

3. 교육목표의 표현 ·································································86

4. 교육목표의 위계 ·································································89

5. 두 가지 수업의 목표모형 ······················································101

제6장 학습이론 ············································································111

1. 행동주의 ·········································································112

2. 인지주의 ·········································································117

3. 인본주의 ·········································································123

4. 구성주의 ·········································································129

제7장 통계적 기초 ·······································································135

1. 기본용어와 개념 ································································136

2. 분산도 ···········································································142

3. 상관관계 ·········································································149

4. 추리통계의 기초 ································································158

제3부 평가 문항제작

제8장 평가의 종류 ·······································································175

1. 규준 대 준거지향평가 ··························································176

2. 진단, 형성, 총합평가 ··························································179

3. 수행평가 ·········································································183

제9장 측정의 단위 ·······································································187

1. 측정과 척도 ·····································································188

2. 피험자 중심 척도 ······························································190

3. 자극 중심 척도 ·································································191

4. 반응 중심 척도 ·································································194

제10장 문항제작 및 분석 ································································201

1. 문항제작의 일반적 규칙 ·······················································202

2. 규준지향평가의 문항 분석 ·····················································208

3. 준거지향평가의 문항 분석 ·····················································213

제11장 검사 도구의 표준화 ·····························································221

1. 규준과 확률표본 ································································222

2. 표본추출 방법 ··································································226

3. 규준 점수의 해석 ······························································237

제4부 검사이론

제12장 고전검사이론 ······································································245

1. 역사적 배경 ·····································································246

2. 상관관계 ·········································································250

3. 신뢰도 ···········································································251

4. 신뢰도의 추정 ··································································255

제13장 신뢰도의 일반화 ·································································265

1. Cronbach 알파 ································································266

2. 일반화 가능도 ··································································270

3. 준거지향검사의 신뢰도 ························································280

제14장 타당도 ··············································································289

1. 내용 타당도 ·····································································290

2. 준거 관련 타당도 ······························································293

3. 구인 타당도 ·····································································296

4. 비타당도 ·········································································298

제15장 문항 반응이론 ····································································303

1. 고전검사이론과 문항 반응이론 ················································304

2. 문항 특성곡선 ··································································307

3. 문항 특성곡선 모형의 확장 ···················································321

4. 능력 점수의 추정 ······························································324

5. 요약 ··············································································328

제5부 교육 효과의 검증

제16장 교육 효과 분석 방법론 ·························································337

1. 비용분석 ·········································································338

2. 가설검정 ·········································································343

3. 질적 평가 ·······································································358

제17장 두 평균의 차이 비교 ····························································371

1. 개요 ··············································································371

2. 추정과 신뢰구간 ································································375

3. t 통계량 ·········································································378

4. 가설검정의 오류 가능성과 검정력 ············································382

제18장 분산의 비교 ·······································································387

1. 개요 ··············································································388

2. 분산분석의 실제 ································································392

3. 분산분석의 가정 ································································396

참고문헌 ·············································································400

부 록 / 405

연습문제 해답 ······································································407

통계표 ···············································································435

찾아보기 ·············································································450

저자소개

조 정 우(趙正宇)

∙ 연세대학교 생화학과 졸업

∙ University of Florida 교육학 박사

∙ 성균관대학교 사범대학 교육학과 초빙교수

김 현 철(金顯哲)

∙ 성균관대학교 통계학과 졸업 

∙ University of Florida 교육학 박사 

∙ 성균관대학교 사범대학 교육학과 교수

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