‘ICT 활용능력’과 ‘사회과 학습 자기효능감’이 컴퓨터 기반 사회과 평가 결과에 미치는 영향

Recently, Computer Based Assessment(CBA) has been receiving attention as a innovative assessment to overcome the limits of conventional test. One of the major concerns regarding the introduction of CBA is that computer test form might affect test scores depending on students' computer skills regardless of academic achievement. Thus, the current research aims to explore the effects of ICT literacy and self-efficacy for learning on students' CBA results with control variables of students' characteristics(gender, region). The results can be summarized as follows. First, while ICT literacy has no significant effect on CBT scores, self-efficacy of social studies learning has statistically significant effect on it. Second, statistical significance of regional and gender difference on CBA scores was verified, that is, scores of students who were female and resided in large cities were higher than those not. Third, previous knowledge related contents has no meaningful influence on CBA scores. In short, the problem of the disparity of CBA results depending on ICT literacy did not appear largely, and the scores of students who has high self-efficacy for social studies learning appear high. Therefore, CBA could be useful assessment means. Nevertheless, when designing and implementing CBA system, it should be paid attention to the facts that students' CBA scores depends on gender and region. It is necessary to conduct follow-up studies about that computer media traits could have differential effects on each group.