2014~2020학년도 대학수학능력시험 <동아시아사> 문항 내용타당도 분석 (A Study on the Content Validity Analysis of Questions from 2014~2020 College Scholastic Ability Test’s )

서지정보

· 발행기관 : 역사교육학회
· 수록지 정보 : 역사교육논집 / 74호 / 243 ~ 282페이지
· 저자명 : 정선희

초록

<East Asian History> was newly selected as a high school advanced elective subject in the 2007 Revised Educational Curriculum. This change, led by the government, was based on the discourse on East Asian History and the efforts from the academia. Scholastic ability tests can be seen as both the end and the start of an educational curriculum, they serve the purpose of measuring how much of the lessons plan have been achieved by the students after teaching and learning.
This research analyzes the content validity of 140 questions from the College Scholastic Ability Test’s <East Asian History> section from 2014~2020. 2009 and 2011 Revised Curriculum were compared and analyzed, and the components of the exam was examined by question type and year. Questions were divided into subjects of politics, economy, society, and culture based on the goal of <East Asian History>, and an additional category was added which combines two or more of the topics in a question. Furthermore, using the division of time periods suggested in the chapters of the curriculum, the proportion of questions on each time era was examined. The result of the analysis showed that the questions were centered on the topic of politics, Chapter V(mid 19th~1945).
Achievement standards were used as a reference in order to inspect the questions’ compatibility with the educational curriculum. The questions were first divided by the educational curriculum that was applied and then categorized using the achievement standards. In this step, the compatibility with achievement standards was found, and commonalities among the incompatible questions were also identified.
Without active research and search of new materials with the accumulated question bank, it will be difficult to create questions with high discrimination index. Since it is difficult to create questions targeting the same content and achievement standards using the limited amount of resource, it is likely there will be questions outside the content covered in the curriculum. Hence, in order to write questions that test historical knowledge from different angles, we will need <East Asian History> experts focusing on different subfields and time eras. In addition, there is a need for further research accomplishments related to <East Asian History> in the field of history. This will lead to the development of academic resources for the history instructors and will become the driving force that helps <East Asian History> settle into the school environment.

영어초록

<East Asian History> was newly selected as a high school advanced elective subject in the 2007 Revised Educational Curriculum. This change, led by the government, was based on the discourse on East Asian History and the efforts from the academia. Scholastic ability tests can be seen as both the end and the start of an educational curriculum, they serve the purpose of measuring how much of the lessons plan have been achieved by the students after teaching and learning.
This research analyzes the content validity of 140 questions from the College Scholastic Ability Test’s <East Asian History> section from 2014~2020. 2009 and 2011 Revised Curriculum were compared and analyzed, and the components of the exam was examined by question type and year. Questions were divided into subjects of politics, economy, society, and culture based on the goal of <East Asian History>, and an additional category was added which combines two or more of the topics in a question. Furthermore, using the division of time periods suggested in the chapters of the curriculum, the proportion of questions on each time era was examined. The result of the analysis showed that the questions were centered on the topic of politics, Chapter V(mid 19th~1945).
Achievement standards were used as a reference in order to inspect the questions’ compatibility with the educational curriculum. The questions were first divided by the educational curriculum that was applied and then categorized using the achievement standards. In this step, the compatibility with achievement standards was found, and commonalities among the incompatible questions were also identified.
Without active research and search of new materials with the accumulated question bank, it will be difficult to create questions with high discrimination index. Since it is difficult to create questions targeting the same content and achievement standards using the limited amount of resource, it is likely there will be questions outside the content covered in the curriculum. Hence, in order to write questions that test historical knowledge from different angles, we will need <East Asian History> experts focusing on different subfields and time eras. In addition, there is a need for further research accomplishments related to <East Asian History> in the field of history. This will lead to the development of academic resources for the history instructors and will become the driving force that helps <East Asian History> settle into the school environment.

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