Teacher and Student Perceptions of the Criterion-Referenced Assessment of English in CSAT
1
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The present study examines Korean high school English teachers’ and university students’ perceptions about the criterion-referenced assessment of English in CSAT. A total of 400 participants (149 teachers and 251 students) answered an online questionnaire. Teachers showed more positive attitudes than students in their perceptions about the reduction of excessive competition among students, more communicative English classes, and the use of Korean and mathematics scores of the CSAT for the admission materials. Students, on the other hand, were more positive than teachers in their perceptions about the effects of the criterion-referenced assessment of English in CSAT on the reduction of private education and more high scorers in the CSAT. Regarding the alternatives to current criterion-referenced assessments of English in CSAT, teachers seem to emphasize the development of new question types for a valid criterion-referenced assessment system while students seem to focus on improving the communication skills through the English test in CSAT, not on the validity of the criterion-referenced assessment.
Abstract
The present study examines Korean high school English teachers’ and university students’ perceptions about the criterion-referenced assessment of English in CSAT. A total of 400 participants (149 teachers and 251 students) answered an online questionnaire. Teachers showed more positive attitudes than students in their perceptions about the reduction of excessive competition among students, more communicative English classes, and the use of Korean and mathematics scores of the CSAT for the admission materials. Students, on the other hand, were more positive than teachers in their perceptions about the effects of the criterion-referenced assessment of English in CSAT on the reduction of private education and more high scorers in the CSAT. Regarding the alternatives to current criterion-referenced assessments of English in CSAT, teachers seem to emphasize the development of new question types for a valid criterion-referenced assessment system while students seem to focus on improving the communication skills through the English test in CSAT, not on the validity of the criterion-referenced assessment.
참고문헌 (22)
- 최수정, "수능영어 절대평가 정책에 대한 중등학교 교사들의 인식 연구", 영어영문학연구, 58(4), pp.371~402 (2016), 한국중앙영어영문학회[DOI]
- Kang, H., "A study of learners’ perception on absolute grading system in the English section of CSAT", master, pp.2016
- Korean Council of English-Related Academic Organizations, "The crisis of English education in Korea: English education division and national competitiveness", Paper presented at the Korean Council of English-Related Academic Organizations Joint Symposium (2018)
- 권오량, "대학수학능력시험 외국어(영어) 영역 정책 변천사", 영어교육, 70, pp.3~34 (2015), 한국영어교육학회[DOI]
- Lee, J. A., "Perceptions of high school students and teachers on criterion-referenced evaluation in the English section of CSAT", master, pp.2019
- Lee. J. Y., "A study about how the application of criterion-referenced evaluation in CSAT affects English studies", master, pp.2018
- 이경민, "영어교육정책에 대한 고등학교 영어교사의 인식과 대응방식 연구", 한국교육문제연구, 36(4), pp.71~95 (2018), 한국교육문제연구소[DOI]
- Lee, Y., "Changing demand for English and Korean realities (in the era of the 4th Industrial Revolution)", The Annual International Conference of the English Language and Literature Association of Korea (2017), Seoul National University
- 이용원, "수능 영어 등급과 대학수학능력과의 관계—대학생 인식 설문조사", 영어영문학21, 34(4), pp.419~452 (2021), 21세기영어영문학회[DOI]
- 이용원, "수능 영어 절대평가 도입 전후의 대학영어교육 변화 추세에 대한 연구", 영어영문학, 66(4), pp.808~846 (2020), 한국영어영문학회[DOI]
- 이영식, "대학 수능 영어시험 절대평가 실시: 정치적 맥락에 의해 좌우된 시험의 사례", 영어교육, 74(2), pp.3~25 (2019), 한국영어교육학회
- Linn, R. L., "Issues of validity for criterion-referenced measures", Applied Psychological Measurement, 4(4), pp.547~561 (1980)
- McClarty, K. L., "Evidence-based standard setting : Establishing a validity framework for cut scores", Education Researcher, 42(2), pp.78~88 (2013)
- "Introduction of absolute evaluation of English in the College Scholastic Ability Test" (2014)[URL]
- Omstein, A. C., "Norm-referenced and criterion-referenced tests : An overview", NASSP Bulletin, 77(1), pp.28~39 (1993)
- 류지수, "수능 영어 절대평가 정책에 대한 비판적 담론분석: 사교육 영어강사 사례", The SNU Journal of Education Research, 27(3), pp.1~28 (2018), 교육종합연구원
- Ryu, J., "Issues and tasks in implementation of jeoldaepyeongga for CSAT", NARS Analysis of Current Issues, 50, pp.1~16 (2019)
- Stiggins, R. J., "Student-centered classroom assessment" (1994), Merrill
- Turnbull, J. M., "What is … normative versus criterion-referenced assessment", Medical Teacher, 11(2), pp.145~150 (1989)
- Weiss, C. H., "Evaluation research : Methods for assessing program effectiveness" (1972), Prentice Hall
- Yi, J. H., "A study of students’ perceptions on criterion-referenced evaluation of CSAT(College Scholastic Ability Test)in 2018", master, pp.2016
- 윤도현, "대학수학능력시험 영어영역 절대평가 도입 이후의 공대 신입생들의 영어실력 추이와 영어교육 상황 분석", 영어영문학21, 33(4), pp.129~155 (2020), 21세기영어영문학회[DOI]