대학생 학습성과 측정도구 구안 및 타당화

Developing and Validating the Measurement Instrument of Higher Education Learning Outcomes

본 연구는 대학생의 학습성과 구인을 탐색하고 측정을 위한 척도의 개발을 목적으로 한다. 척도 개발을 위해 전국 10개 대학의 2,497명의 대학생들을 대상으로 질문지를 실시 하였으며, 질문지는 학생배경(23개 문항) 이외에 3개 하위영역에 대해 4점 척도로 작성된 58개 문항들로 구성되었다. 척도의 타당화를 위한 Rasch모형 적합도 분석은 58개 문항들이 모두 타당하다는 것을 보여주었고, 요인구조를 검증하기 위한 확인적 요인분석(CFA)에 의해 세 개 요인(학습열의, 학습경험, 교육성과)으로 구성된 모형이 적합하다는 것을 알수 있었다. 요인별로 살펴보면, ‘학습열의’는 수업활동, 수업외활동, 상호작용과 관련되며,‘학습경험’은 교수의 질, 성적평가, 대학교육의 질, 학생자원, 학습자원을 포함하고, ‘교육 성과’는 인지적 역량, 사회심리적 역량, 자기인식, 대학만족도에 대한 것이었다.

This study explored the construct and developed the scale for higher education learning outcomes. For the study, a questionnaire including 58 items measuring learning outcomes besides 23 items for student background was administered to 2,497 students sampled from 10 universities across the country. The questionnaire consisted of 3 sub-dimensions of ‘learning passion’, ‘leanring experiences’, and ‘educational outcomes’ and items had the format of 4-point likert scale. The questionnaire was validated by the Rasch analysis and a Confirmative factor analysis(CFA). The Rasch analysis showed that items were all valid for measuring learning outcomes since no misfitting item was found as the result of item fit anlaysis. Also, CFA proved that the factors of ‘learning passion’, ‘leanring experiences’, and ‘educational outcomes’ were appropriate for the scale of learning outcome. Speifically, ‘learning passion’ was related with curricular activities, extra-curricular activities, and interactions and ‘learning experiences’ included the quality of course instruction, evaluation, the quality of university education, supporting systems for students, and learning resources. Finally, ‘educational outcomes’ consisted of cognitive competence, social-psychological competence, self-recognition, and satisfaction of university education.