국가수준 학업성취도 평가에서의 시각장애학생을 위한 대체문항 결과타당도 연구

Abstract

The purpose of this study was to analyze the consequential validity of alternate test items on the 2010 Nationwide Academic Achievement Evaluation for students with visual impairments. A total of 135 students without visual impairments at a middle school in G metropolitan city were recruited to participate in this study. Sixty-nine students from one boys' class and girls' class were randomly assigned to the experimental condition, while sixty-six students from another boys' class and another girls' class were assigned to the control condition. Students in the experimental condition (Alternate Group) were asked to solve 28 social studies questions, including 17 alternate ones, and 23 math questions, including 13 alternate ones. Students in the control condition (Original Group) were asked to solve 28 social studies questions and 23 math questions without any alternate ones in either subject. There was no statistically significant difference between the two groups in the total score of either subject and subtotal scores of alternate items and nonalternate items in either subject. There was also no statistically significant difference between the two groups in various types of alternate items, respectively, in either subject; an exception was that the Alternate Group scored significantly lower in the modified social studies question than did the Original Group. Chi-square analyses revealed the significant difference between the two groups in the correction rate for only three of 17 test items in social studies and 5 test items in math. These results imply the high consequential validity of alternate test items on the 2010 Nationwide Academic Achievement Evaluation for students with visual impairments.