캡스톤 디자인 교과의 수행평가 영역에 대한 분석

This study aimed to explore the factors that learner performance assessment areas of the capstone design course. For the purposes of this study, based on results from literature review, this study clarifies a theoretical ground for learner performance assessment areas of the capstone design course. Initial items to measure this concept were verified by content analysis and then finalized. After a pilot test done with 262 university students, gathered data were analyzed by item selection and exploratory factor analysis to verify their validity. Next, the main test implemented with 438 university students was analyzed with exploratory factor analysis using the method for rotation based on principle component analysis and varimax for validating the final items to measure the factors that learner performance assessment areas of the capstone design course. The results of this study are as follows: First, the scale for the factors that learner performance assessment areas of the capstone design course consists of 43 items to measure the following four factors: assignment completion and assetization, collaborative problem solving, manage assignment performance and discovery and research. Second, Criterion-related validity were performed at last to check this scale’s theoretical construct. The conclusions of this study are as follows. This study concluded that the constructs for the psychological factors that learner performance assessment areas of the capstone design courses could be generalized and applicable to other samples.