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知能檢査의 良好度 分析

Title
知能檢査의 良好度 分析
Other Titles
Analysis of Goodness of Intelligence Test
Authors
李惠先
Issue Date
1974
Department/Major
교육대학원 교육학전공교육심리분야
Keywords
지능검사양호도교육심리
Publisher
이화여자대학교 교육대학원
Degree
Master
Abstract
Ⅰ. The purposes of the study The specific objectives of the study were as follows: A. To analyze the goodness of the existing intelligence test forms. B. To suggest effective ways of intelligence test construction. C. To explore selection criteria of reliable and valid intelligence test for classroom teachers and other users. Ⅱ. Problems of the study A. The issues related to intelligence test forms and manuals. B. Practical utilization of intelligence test in the school system and other systems. C. Reliability and validity of the existing intelligence test forms. D. The ways of improving intelligence test construction and its desirable utilization of intelligence test in the future. Ⅲ. The methods of the study A. Analysis of the intelligence test forms and the manuals. In this study, 33 individual and group intelligence test forms and manuals were collected. Therefrom, goodness of each intelligence test was analyzed. B. Calculation af correlation For calculation if correlation between the achievement scores and the intelligence test score, 244 high school 3rd grade (boys & girls) students in Seoul city were selected. Their achievement scores of 18 subject matters (1st to 3rd grade) and intelligence score (tested at first grade) were used in the study. Originally, achievement scores of the subject matters were 5 grade (A,B,C,D,E). However, in the correlation calculation, the achievement scores were translated or quantified into 5 point scale (1st to 5th). C. Document analysis and interview For comprehensive evaluation of the intelligence test forms, document analysis and interview methods were used in the study. Ⅳ. Finding of the study A. The problems surrounding the existing intelligence test forms and manuals. 1. In general, most of t he existing intelligence test forms and manuals have furnished with basic elements or characteristics of an evaluation tool but some of the tests and manuals do not described construction date and procedures, number of samples, sampling procedures, and technical report in the manual. 2. Individual intelligence test form has relatively low objectivity and practicality (utility) than the group intelligence test forms. B. Utilization of the existing intelligence test forms. 1. In Korea, intelligence test has been inactively utilized in the schools. For instance, most of primary schools and institutions of higher learning do not put the intelligence test. However secondary schools have enforced but not educationally utilized. 2. At present, lack of qualified psychological test personnel in the R.O.K. Armed forces and industries. At the same time R.O.K. Armed forces and industries have inacti-vely utilized intelligence test. C. Reliability and validity of the intelligence test. 1. Most of the existing intelligence tests have relatively high reliability and validity. 2. Several intelligence tests have expressed logical or face validity and some of them do not put the standard error of measurement and the procedures of statistical test. 3. The correlation between the achievement scores and the I.Q scores was relatively low. It has resulted by narrow range of the achievement score of the subject matters (5 point scale). However, it can be said that I.Q score can hardly predict the achievement score in terms of grade point. D. Improvement of intelligence test and rational utilization. 1. Most of the existing intelligence test should be describe technical report and statistical validity in the test manual. 2. Rational utilization of intelligence test can be achieved that requires comprehensive analysis of goodness of the test, school finance, quality of user, insufficient understanding for the test school principals and teachers, and diffusion problems.;Ⅰ. 硏究의 目的 本硏究의 目的은 現行 우리나라에서 實施되고 있는 各種 知能檢査의 良好度를 分析하여 보다 效率的인 檢査製作에 示唆를 주고 아울러 知能檢査 使用者들에게 妥當하고 信賴로운 檢査를 選擇하여 使用하도록 하는데 도움을 주기 위한 것이다. Ⅱ. 硏究 問題 A. 現行 우리나라 知能檢査를 둘러 싸고 있는 問題 B. 現行 知能檢査의 活用性 C. 現行 知能檢査의 妥當性 및 信賴性 D. 將次 知能檢査의 改善 및 合理的인 利用 Ⅲ. 硏究方法 A. 知能檢査의 實施要綱 및 檢査紙 分析 現行 우리나라에서 實施되고 있는 33個의 個人 및 集團知能檢査의 實施要綱 및 檢査紙를 分析하여 良好度를 알아보았다. B. 知能과 學力間의 相關關係 서울市內 男女高等學校 3學年 244名의 高等學校 3年間의 18個敎科目 成績과 高等學校 1學年때 實施받은 IQ와의 相關度를 算出하였다. 敎科目成績은 1点~5点까지 5段階로 數値化하여 相關을 내었다. C. 이밖에 文獻分析 및 面接을 通해서 綜合評價하였다. Ⅳ. 結果 A. 現行 知能檢査를 둘러싸고 있는 問題 1. 現行 우리나라의 知能檢査는 評價道具가 갖추어야 될 基本的인 條件은 갖추고 있다. 그러나 檢査의 製作時期, 類層別標集數 및 標集節次, 技術報告 等을 밝히지 않고 있는 檢査가 상당수에 달하고 있다. 2. 個人檢査는 集團檢査보다 比較的 客觀度와 實用度가 낮다. B. 現行 知能檢査의 活用性 1. 現在 우리나라 知能檢査의 活用은 상당히 不振한 狀態에 있다. 國民學校는 大多數學校가 實施조차 하지 않고 中·高等學校는 大體로 實施하고 있으나 結果의 活用은 活潑하지 못하다. 2. 産業界와 軍隊에서의 活用도 그다지 活潑하지 못하고 資質을 갖춘 檢査使用者가 不足하다. C. 知能檢査의 妥當性 및 信賴性 1. 現行 우리나라 知能檢査의 妥當度와 信賴度는 그런대로 滿足할만 하다고 볼 수 있다. 2. 論理的 妥當性만을 밝히고 있는 檢査가 몇개있고 信賴度의 測定誤差와 검증을 밝히지 않은 檢査는 상당수에 達하고 있다. 3. 知能과 敎科目間의 相關은 大體로 상당히 낮은 結果를 보이고 있다. 이것은 点數의 폭이 좁은데 原因이 있는것 같다. 따라서 知能이 5段階로 된 成績을 豫言하는 데는 至極히 不充分하다. D. 知能檢査의 改善 및 合理的인 利用 1. 現行 우리나라의 知能檢査는 檢査가 갖추어야 될 基本的인 條件은 갖추고 있다. 그러나 몇개의 檢査는 統計的 妥當度를 밝혀야 하겠고 상당數의 檢査가 技術報告를 要綱에 밝혀야겠다. 2. 知能檢査의 合理的인 利用은 檢査의 良好度, 學校財政, 檢査 使用者의 資質, 校長 및 敎師의 理解, 普及者等의 問題가 綜合的으로 檢討되고 解決되어야만 合理的으로 利用되리라고 본다.
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