대규모 학업성취도 평가 자료를 활용한 학교 부가가치 추정모형의 비교 = Comparing Models for Estimating School Value-Added using Large-scale Achievement Data

다국어 초록 (Multilingual Abstract)

School's academic progress is an important criterion for reporting school accountability. Value-Added Model provides a methodological solution for measuring schools’ progress. This study, under the assumption that large-scale longitudinal data is available, aims to compare several statistical options currently available for value-added analysis. The Contextual Value-Added model (VAM) of English accountability system, a model utilizing school-level random effect of 3-level growth model as a value -added indicator, and Layered Mixed Effect Model (LMEM) of Tennessee Value-Added Accountability System (TVAAS) are empirically compared using data from Longitudinal Study of American Youth (LSAY). Discussions are provided in terms of needed data type and structure, definition of value-added when individual background and school context are controlled and not controlled, and how to utilize estimated school value-added.

국문 초록 (Abstract)

학교의 책무성에 대한 판단 근거로 향상의 정도에 관한 정보를 활용하고자 할 경우, 부가가치 모형은 향상도에 대한 통계적 분석을 위한 방법론적 틀을 제공한다. 본 연구는 부가가치모형을 활용할 수 있는 대규모 자료가 가용함을 전제로 몇 가지 주요한 부가가치 모형을 활용하여 부가가치 지수를 실제로 추정하고, 모형을 통한 결과를 비교하고, 각 모형의 장단점을 분석하며, 이를 실제 학교평가에 활용할 경우 고려해야 할 문제점들을 검토하기 위한 목적에서 수행되었다. 분석을 위해 미국 및 영국에서 실제로 부가가치 분석을 위해 활용되고 있는 모형들을 비교하였다. 비교에 사용된 부가가치 모형은 영국에서 활용되고 있는 공변인 통제 방식의 Contextual Value-Added Model(CVA), 3-수준 다층 성장모형의 학교수준 무선효과를 활용한 모형, 그리고 Tennessee Value-Added Accountability System(TVAAS)에서 교사책무성 분석에 활용되는 Layered Mixed Effect Model(LMEM)이다. 각 모형에 대해 개인 배경변수 및 학교의 맥락변수를 투입한 모형과 투입하지 않은 모형을 제시하고, 측정시점, 자료의 구조, 맥락변수 투입에 따른 부가가치 지수의 의미 및 부가가치 모형의 활용 방안 등을 비교·논의 하였다. 부가가치 모형의 실제 적용을 위해 Longitudinal Study of American Youth(LSAY, Miller et. al., 1999) 자료가 사용되었다.

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