학업성취도 평가에서의 오답원인 자기평가의 효과

Effect of self-evaluation to identify causes of wrong answers on achievement

이 연구는 오답원인 자기평가의 실천가능성을 탐색하기 위하여 그 효과를 유사실험에 의하여 경험적으로 검증하고자 하였다. 오답원인 자기평가란 일정 기간 동안 교수학습 후에 성취도 평가를 하고, 교사가 채점된 시험지를 학생에게 돌려주고, 정답풀이를 한 다음, 학생들로 하여금 틀린 문항마다 왜 틀렸는지를 스스로 서술하도록 하는 일련의 과정을 의미한다. 이를 위하여 오답원인 자기평가를 하는 실험집단과 정답풀이까지만 하는 통제집단으로부터 3월부터 9월까지 6회기에 걸쳐 자료를 수집하였다. 두 집단의 학업성취 결과는 2회기 이후의 점수에서 사전 검사인 1회기 점수로 예측할 수 있는 점수를 뺀 부가가치 점수를 구하고, 그 부가가치 점수를 회기별로 비교하였다. 오답원인 자기평가를 한 실험집단의 부가가치 점수는 정답풀이만 한 통제집단의 부가가치 점수에 비해서 통계적으로 유의하게 높았다. 또한 학업성취가 높을수록 오답원인을 피상적으로 보고하기 보다는 교과와 관련된 실질적 내용을 보고하는 비율이 높은 것으로 나타났다.

This study was to test empirically ‘the cognitive effect of self-evaluation to identify causes of wrong answers’ in compliance with a quasi-experiment. The ‘self-evaluation to identify causes of wrong answers’ means a set of activities, which consisted of executing achievement test, feed-back of scored item responses, providing how to solve each item, and student's self-reporting of the causes of wrongness of the incorrectly answered items. Two research questions were raised. Did the ‘self-evaluation to identify causes of wrong answers’ affect achievement, with or without effect of interaction with sexes? Was the achievement score related with the causes of wrong answers? A quasi-experiment with a non-equivalent group pre-post test design was applied. The experiment was to let students self-evaluate the causes of wrong answers. It was repeated 6 cycles in a semester. The sample were chosen from the 3rd grade Science classes taught by a teacher in a middle school. First cycle was considered as a pre-test, and the other cycles were considered as post-tests. For the achievement test in each cycle, the teacher made and used a paper and pencil test. ANOVA of the value-added score of each cycle against the pre-test was applied to test the effect of self-evaluation, and significance of correlation coefficients between ratios of each type of causes of wrong answers and achievement scores were tested to test their relationships. It was found that self-evaluation to identify causes of wrong answers had positive effect on the students' achievements. Value-added scores of experimental group were significantly higher than those of control group. And as the higher was the students' achievement, the higher were the ratio of substantial causes of wrong answers. A potential value of self-evaluation to identify the causes of wrong-answers was discussed based on the further interpretation, which was that the positive effect of self-evaluation was immediate, consistent, and lasting.