콜버그 도덕발달 단계 1과 단계 4에 대한 해석 차이로 인한 오류 가능성과 그 대안

초록

This study analyzes errors that arise in the measurement of morality—an essential step in evaluating the effectiveness of moral education—and proposes solutions. In the Moral Competence Test(MCT), test-takers sometimes misclassify statements representing a given stage as belonging to a different stage. Misreadings from Stage 1 to Stages 2 and 5, and from Stage 4 to Stage 6, are particularly frequent. These errors artificially depress the KC-index in the Korean Moral Competence Test(KMCT), thereby impeding the verification of educational intervention effects. To address this problem, we propose two complementary approaches: post hoc and ex ante. When misinterpretation appears to have already occurred, a three-step post hoc procedure is recommended: empirical diagnosis of whether misinterpretation occurred, investigation of its causes, and adjustment of the statements implicated in the misinterpretation. As a preventive, ex ante measure, we recommend clarifying the guidelines for drafting stage-specific statements before test administration. Together, these approaches enhance the validity of moral competence measurement and contribute to the scientific practice of moral education.

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