지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This study examines the validity of the evaluation system of the College Scholastic Ability Test ’Chinese I’ by analyzing the vocabulary of the tests from six previous years between 2008 and 2013.
Stated within the 『College Scholastic Ability Test Design Manual』(2003) is that only valid and reliable questions which can be easily answered by anyone who studies Chinese I in high school are presented in the test. Accordingly, with the guidelines of the course of study and the design manual as a basis, this study analyzes the adherence to such guidelines of the abovementioned College Scholastic Ability Test from the past six years. Consequently, the following conclusions were drawn.
First, examining the adherence to the guidelines, the vocabulary generally follows the range of problems that are set in the manual, yet it is evident that terms outside the range were presented in some cases. This could reduce the validity of the evaluation.
Secondly, examining the language level showed that the vocabulary volume which should be at an elementary level is greatly surpassed. Examining the contents of the vocabulary selections, the glossary in the curriculum only provides the reading sounds of the words and lacks the definition clauses. Thus, the level of inclusion of definition clauses in the case of polysemies are indistinctive.
Thirdly, examining the appropriateness of the vocabulary selections. the range of selection is unclear, and of the selected vocabulary, words relevant to the same categories are not evenly distributed.
Fourthly, although the validity of evaluation in the College Scholastic Ability Test is secured through the provision of notes on vocabulary outside the range, this may create the error of leading applicants to easily choose the answer keys.
To sum up, the close relation between the validity of the evaluation of the College Scholastic Ability Test and question design guidelines, especially the ’glossary’ of the educational curriculum, is evident, and in order to resolve the problems which are discussed in this study, a complete and intensive reexamination of the glossary is required.
Stated within the 『College Scholastic Ability Test Design Manual』(2003) is that only valid and reliable questions which can be easily answered by anyone who studies Chinese I in high school are presented in the test. Accordingly, with the guidelines of the course of study and the design manual as a basis, this study analyzes the adherence to such guidelines of the abovementioned College Scholastic Ability Test from the past six years. Consequently, the following conclusions were drawn.
First, examining the adherence to the guidelines, the vocabulary generally follows the range of problems that are set in the manual, yet it is evident that terms outside the range were presented in some cases. This could reduce the validity of the evaluation.
Secondly, examining the language level showed that the vocabulary volume which should be at an elementary level is greatly surpassed. Examining the contents of the vocabulary selections, the glossary in the curriculum only provides the reading sounds of the words and lacks the definition clauses. Thus, the level of inclusion of definition clauses in the case of polysemies are indistinctive.
Thirdly, examining the appropriateness of the vocabulary selections. the range of selection is unclear, and of the selected vocabulary, words relevant to the same categories are not evenly distributed.
Fourthly, although the validity of evaluation in the College Scholastic Ability Test is secured through the provision of notes on vocabulary outside the range, this may create the error of leading applicants to easily choose the answer keys.
To sum up, the close relation between the validity of the evaluation of the College Scholastic Ability Test and question design guidelines, especially the ’glossary’ of the educational curriculum, is evident, and in order to resolve the problems which are discussed in this study, a complete and intensive reexamination of the glossary is required.
목차
1. 들어가는 말
2. 출제 지침에 대한 검토
3. 평가 타당도에 대한 검토
4. 출제 지침의 정확성에 대한 검토
5. 나가는 말
〈參考文獻〉
〈ABSTRACT〉
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