중학교 방과후학교 프로그램 평가척도 개발

Development of the Evaluation Scale for Middle School After-School Program

본 연구의 목적은 현행 방과후학교 프로그램 운영에 있어 체계적인 평가체제가 미흡하다는 문제인식 하에 방과후학교 프로그램의 질을 평가할 수 있는 평가척도를 개발하는 것이다. 이를 위해 문헌분석과 교육현장의 경험을 바탕으로 평가영역 및 평가문항을 선정하고, 1차 방과후학교 운영 담당교사 및 부장교사, 2차 평가전문가 의견수렴의 2회에 걸친 문항평가를 통해 최종 평가항목을 선정하였다. 이 과정에서 CIPP 평가모형을 적용해 부산광역시 5개 교육청 소속 100명의 중학교 교사를 대상으로 한 예비검사와 300명을 대상으로 한 본검사를 실시하였다. 검사의 결과는 타당도와 신뢰도 분석을 통해 내용타당성 확보와 검사사도구의 양호도를 검증하였고, 요인분석을 통해 추출된 5개 요인을 활용하여 구인타당도를 검증하였다. 연구결과 CIPP 평가 모형의 체계적 절차에 따른 상황, 투입, 과정, 산출의 유형별 평가영역은 요구 및 준비, 예산 및 운영, 활동, 과정평가, 효과성 요인으로 명명된 5개 차원의 50개 평가항목으로 구성되었다.

The purpose of this study was to develop the evaluation scale for middle school after-school program. To achieve the purpose, utilizing the CIPP evaluation model, evaluation criteria and evaluation items for the after-school program were selected, and then an evaluation scale for middle school after-school program was developed. The tools used for the analysis were on-line opinions, survey, focus group interviews, satisfactory test, document analysis. For achieving these concrete research objects, six teachers concerning the management of the after-school program, six specialists in the field of education measurement and evaluation, the opinion survey was carried out over 100 instructive teachers at middle school located in Busan metropolitan city area, and 208 middle school teachers in cities wide. The results of this study were as the follows; First, 5 criteria and 50 items were found by the results of the second research problem. In context evaluation, 1 criteria and 3 items such as needs assessment & previously readiness were used.. In input evaluation, 1 criteria and 23 items such as program budget and program management schedule were used. In process evaluation, 2 criteria and 21 items such as program activity and program process evaluation were used. In product evaluation, 1 criterion and 3 items such as effectiveness evaluation were used. As a result, the after-school evaluation tool has a function for both quantitative and qualitative perspectives, evaluation and instruction method according to student's level in light of output evaluation.