강의역량 증진을 위한 강의평가 문항 개발과 내용타당도 검증

• 영문명: Developing and Validating the Lecture Evaluation for Enhancing Teaching Competency
• 발행기관: 순천향대학교 인문학연구소
• 저자명: 이지연(Lee Ji yeon) 이영주(Lee Yeong ju)
• 간행물 정보: 『순천향 인문과학논총』37권 4호, 91~120쪽, 전체 30쪽
• 주제분류: 인문학 > 문학
• 파일형태: PDF
• 발행일자: 2018.12.31

국문 초록

본 연구는 수업개선을 위한 실제적 정보를 제공함으로써 강의역량 증진을 가능하게 하는 대학 강의평가 문항을 개발 및 내용타당도 검증을 목적으로 한다. 대학 강의평가 문항개발 및 강의역량 관련 선행연구 검토를 통해 수업단계에 따른 예비문항 10개를 개발하였다. A대학 학생 142명과 교수 101명이 참여한 1차 설문조사 및 초점집단면접을 통해 예비문항에 대한 전반적 검토의견을 수렴하였다. 수정된 예비문항의 타당도 확보를 위해 A대학 교수 61명이 참여한 2차 설문을 실시하고, 해당 대학 교육 관련 보직 교수 5명으로 구성된 전문가 집단의 검토를 통해 수업계획 역량 3문항(강의구성, 수업계획서, 강의준비), 수업실행 역량 5문항(상호작용, 효과적 설명, 강의자료, 교육내용 및 수준, 형성적 강의개선), 수업평가 역량 2문항(평가방법, 평가피드백) 등 최종 10개 문항이 확정되었다.

영문 초록

The purpose of this study is to develop reliable and valid learner-centered and instructor controllable teaching competency-based college lecture evaluation questionnaire. Literature review regarding college lecture evaluation questionnaire development and teaching competency were done to develop 10 preliminary items based on the timing of lectures. The first survey with 142 students and 101 professors within A University and focus group interview were carried out to collect overall opinions about preliminary items. The second survey with 61 professors and review the 5 professors in A university taking charge of educational support were performed to secure validity of corrected items and help development of final ones. 10 final items consisted of lecture composition, syllabus, lecture preparation, interaction, effective explanation, lecture material, education content and level, improvement of formative lecture, evaluation method, and evaluation feedback were developed. This study emphasized the distinction between course and instructor within the lecture evaluation, composition of teaching competency related items, the use of measurable action verb, a statement of student-friendly terms to provide practical information for improvement of lectures and to increase validity ad reliability of lecture evaluation. Opinions of students who participate in lecture evaluation, were used to reduce measurement errors of lecture evaluation response process. Opinions of professors, those that were to be evaluated, were used to raise practicability and validity of lecture evaluation. The questionnaires developed provides significant implications for diagnosing teaching competency as the element of teaching portfolio and the data for consulting lectures.

목차

국문초록

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구방법

Ⅳ. 연구결과

Ⅴ. 논의

참고문헌

ABSTRACT

키워드

강의역량 강의평가 문항개발 교수포트폴리오 학습자중심 Teaching Competency Development of Lecture Evaluation Questionnaire Teaching Portfolio Learner-centered