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초록· 키워드
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This study set out to identify items that could cause controversy over incorrect answers in Korean history items from the preliminary examination, which was the full-scale national-level college entrance exam, through the achievement test to the current college scholastic ability test. It also aimed to sort them out according to types and analyze the trends in changes to those types. The types of controversy over incorrect answers were categorized inductively by examining the components of an item, namely the item stem, instruction, and alternative, by item unit and identifying items that could possibly cause controversy over incorrect answers.
As for changes to the types of controversy over incorrect answers, the “formal type” of error items abounded. With the absence of a basic manual for item creation, controversy over incorrect answers was usually able to happen when the item stem and alternative were not clear and the question was about historical evaluation. There was no accuracy guaranteed in the item stem and alternative, the most important elements of an item form. As a result, validity could not be secured about whether to measure the attributes intended for measurement the right way, and the level of completion was low.
However, the “content type” errors continued in terms of item completion level. In the college scholastic ability test, controversy over incorrect answers has occurred when the limited item stem and alternative do not provide enough information, or the historical facts of the textbooks do not match the interpretation of special data in instruction. In the achievement test, questions were made based on the academic results so far and textbooks, which created no problem at the time of question creation. However, controversy over wrong answers would occur later as new academic results were presented and denied or supplemented the old theories. The college scholastic ability test has increasing controversy over incorrect answers due to disagreement between the high school curriculum and academic ground. In other words, most of the errors in the content type happen because new academic results are not properly reflected in the textbooks and curricula. That type of controversy over wrong answers has been consistent since the preliminary examination and is the most widespread in other subjects as well as Korean history in the college scholastic ability test.
In order for those measures to be taken, it is urgent to secure teachers, professors, and experts in history education evaluation who have accumulated capabilities in question creation and are armed with professionalism. There should be institutional supplementation among the three axes: the teachers should be well aware of the question creation principles in the high school curriculum; the professors should exercise their professionalism in content and knowledge of the current academic research results; and experts in history education evaluation should review the completion level of items. In addition, professors as well as high school teachers should be included in the review committee, which has been active since the preliminary examination, to test the possibility of controversy over wrong answers in advance and secure objectivity and fairness.
As for changes to the types of controversy over incorrect answers, the “formal type” of error items abounded. With the absence of a basic manual for item creation, controversy over incorrect answers was usually able to happen when the item stem and alternative were not clear and the question was about historical evaluation. There was no accuracy guaranteed in the item stem and alternative, the most important elements of an item form. As a result, validity could not be secured about whether to measure the attributes intended for measurement the right way, and the level of completion was low.
However, the “content type” errors continued in terms of item completion level. In the college scholastic ability test, controversy over incorrect answers has occurred when the limited item stem and alternative do not provide enough information, or the historical facts of the textbooks do not match the interpretation of special data in instruction. In the achievement test, questions were made based on the academic results so far and textbooks, which created no problem at the time of question creation. However, controversy over wrong answers would occur later as new academic results were presented and denied or supplemented the old theories. The college scholastic ability test has increasing controversy over incorrect answers due to disagreement between the high school curriculum and academic ground. In other words, most of the errors in the content type happen because new academic results are not properly reflected in the textbooks and curricula. That type of controversy over wrong answers has been consistent since the preliminary examination and is the most widespread in other subjects as well as Korean history in the college scholastic ability test.
In order for those measures to be taken, it is urgent to secure teachers, professors, and experts in history education evaluation who have accumulated capabilities in question creation and are armed with professionalism. There should be institutional supplementation among the three axes: the teachers should be well aware of the question creation principles in the high school curriculum; the professors should exercise their professionalism in content and knowledge of the current academic research results; and experts in history education evaluation should review the completion level of items. In addition, professors as well as high school teachers should be included in the review committee, which has been active since the preliminary examination, to test the possibility of controversy over wrong answers in advance and secure objectivity and fairness.
목차
1. 머리말
2. 국사 문항의 경향과 오답시비 사례
3. 국사 문항 오답시비의 유형
4. 국사 문항 오답시비의 유형 변천에 따른 시사점
5. 맺음말
참고문헌 (84)
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