이 연구의 목적은 직업기초능력평가의 성취기준 및 성취수준을 개발

이 연구의 목적은 직업기초능력평가의 성취기준 및 성취수준을 개발하고, 성취기준 및 성취수준에 따라 현행 직업기초능력평가 문항 수준을 분석하는 데 있다. 이에 따라 직업기초능력 수준 구분을 위한 영역별 요소를 개발하고, 직업기초능력평가 요소별 성취기준 3수준을 정의한 후 직업기초능력평가 영역별 성취기준 5수준 도출하여 직업기초능력평가 성취기준(안) 개발하고, 이를 바탕으로 직업기초능력평가 문항과의 관계를 분석하였다.
직업기초능력평가 성취기준의 개발을 위해 요소를 개발하고 그 타당성을 판단하기 위한 방법으로는 델파이 기법을 사용하였으며, 직업기초능력의 연구 관련 분야의 전문가 6인을 대상으로 반구조화된 설문지를 통해 전문가들의 의견을 취합하고 그 결과를 반영하였다. 문항 분석은 2012년도 10월 15, 16, 17, 18일에 시행된 직업기초능력평가 문항으로 실시하였으며, 연구진이 개별적으로 성취수준과 성취기준(안)을 바탕으로 하여 각 문항의 성취수준을 분석하고 난 후, 전체 연구진의 결과를 종합적으로 비교하여 성취수준에 차이가 있는 문항의 경우 논의를 통해 성취수준을 조정하는 방식으로 진행하였다.
이 연구의 결과는 다음과 같다.
1. 성취기준 요소는 ‘정보의 복잡성’과 ‘수행 요구도’로 설정하였다.
2. 정보의 복잡성을 ① 간단한 정보, ② 다양한 정보, ③ 복잡한 정보의 3수준으로 구분하고, 수행 요구도는 수행 내용에 따라 ‘이해’와 ‘표현’의 두 가지 측면에서 이해 관련 수행 요구도의 경우에는 ① 단순 이해, ② 분석, ③ 평가 및 가치 판단의 3수준으로 구분하고, 표현 관련 수행 요구도의 경우 ① 나열, ② 논리적/체계적 구성, ③ 근거에 기반한 주장 및 설득의 3수준으로 구분하였다.
3. 직업기초능력평가 영역별 요소의 3수준 조합을 통해 직업기초능력평가 영역별 성취기준 5수준을 도출하였다.
4. 직업기초능력평가 문항과 성취기준(안)의 관계를 분석한 결과, 전반적으로 낮은 수준의 문항들의 비중이 높은 것으로 나타났다.

주제어: 직업기초능력평가, 성취기준, 성취수준

결과 (영어) 1:

The purpose of this study, the accomplishment of the basic proficiency standards and job achievement levels based on accomplishment and achievement in developing and, depending on the level of the current vocational foundation skills assessment questions are to analyze the level. Accordingly, the job base proficiency levels for developing job-specific elements of the foundation skills assessment-after you have defined the level of professional achievement criteria 3 based skills assessment to derive specific achievement criteria based job proficiency by 5-level achievement criteria (not), based on a job analysis of the relationship with the foundation skills assessment questions.Vocational Foundation for the development of a standard element in the achievement assessment of the ability to develop and that the validity of the judgment as a way to use the Delphi technique, and an expert on the basis of the power of research-related professions six targeted semi-structured questionnaire to collect feedback from experts and as a result began to reflect. Questions analysis of the 2012 October 15, 16, 17, 18, carried out the job undertaken foundation skills assessment questions, and by the level of achievement standards (not) accomplish individually, based on the analysis of the level of accomplishment of each question and the results of the entire after researchers compare achievement levels based on the difference in the case of a question which adjusts the level of accomplishment through the discussion in such a way as to progress. The results of this study are as follows.1. the complexity of the information base element ' accomplishment ' and ' demand ' was set to perform.2. ① ② simple information, the complexity of information, a variety of information, separated by three-level complex information, ③, and also depending on how you perform the needs of performing ' understanding ' and ' understanding ' in terms of two related, in the case of demand performed ① ② ③ simple understanding, analysis, assessment and value judgments expressed in three levels of distinction, and in the case of the relevant lists, ② ① demand perform logical and systematic configuration, on the basis of the claim and of persuasion based on ③ 3 level.3. job foundation skills assessment through a combination job-specific element 3 level 5 level of accomplishment by eliciting basic proficiency. 4. vocational foundation skills assessment questions and accomplished (or not) based on an analysis of the relationship, as a whole, the proportion of lower-level questionnaires showed that high.State control: based fulfills standards, achievement, proficiency, job level

결과 (영어) 2:

The purpose of this study is to analyze the current job based on skills assessment items according to the level of development and achievement standards and achievement levels on the basis of professional achievement standards and achievement levels of proficiency. As a result, vocational basic skills level development zone-specific elements for identification, and vocational basic skills assessment element and by defining the Achievement Standards Level 3 vocational basic skills assessment area by achievement standard 5 levels derived career based skills assessment achievement standards (draft) development, which was based on this analysis of the relationship between vocational basic skills assessment questions.
Vocational basic skills development element for the development of rating achievement standards as a way to determine its validity was used the Delphi technique, vocational basic skills through semi-structured questionnaires targeting professionals of the six study areas related to assemble the experts' opinions were reflected in the results. Item analysis was conducted in a professional basic skills test items performed on October 15, 16, 17, 18, ​​year 2012, researchers on the basis of achievement, and achievement standards (draft) separately analyzing the performance level for each item and after, by comprehensively comparing the results of the entire team was performed in a manner that adjusts the performance level from the discussion of the item if there is a difference in performance level.
the results of this study are as follows:
1. Achievement standard element was set to "do also require" "the complexity of the information, and.
2. Simple information ① the complexity of the information, ② a variety of information, ③ and divided into three levels of complex information, performing needs is a case of understanding related to performing needs two aspects of the 'understanding' and 'expression' in accordance with the performance information has ① Simple understanding, ② analysis, ③ the case of needs and divided into three levels of assessment and value judgments, representation ① perform list, ② logical / systematic configuration, ③ were divided into three levels based on the basis of claims and convince.
3. Vocational basic skills levels through a combination of three factors were derived by evaluating the area of professional competence based assessment of each region based on five achievement levels.
4. The results showed that basic vocational skills, a high proportion of the overall low level of the item analysis of the relationship between evaluation items and achievement standards (draft). Key words: professional competence based assessment, achievement standards, performance level,