漢文科 ‘문장’ 영역의 평가 방향과 실제 －2007년 개정 교육과정을 중심으로－

Abstract

In this article, the features of the test questions with respect to the ‘sentences’ section in chinese character Textbook published for the year 1 and year 2 middle school students, according to the revised curriculum in 2007, were analyzed and the development plan of the test questions suiting the purpose of the revised curriculum, was discussed. As a result of the analysis of the textbook used in schools, the test questions in ‘sentences’ section was of little importance compared to other sections. Most of the questions were Supply Type Questions and not many questions could be used for the formative evaluation or accomplishment evaluation. Also the questions using incorrect terms and having the risk of multiple answers, were sometimes found. Some questions failed to reflect the content of learning by grade well, so they could not contribute to diagnosing the level of accomplishment or the level of prerequisite learning, or establishing the plans for teaching and learning. With respect to the test questions for ‘sentences’, reflecting well the nature, the purpose of curriculum and the learning content by grade, is the most important. The contents learned through the precedent phase should be appropriately fed back into the upper grades and the questions should be configured in a way that enables the self-directed learning. Also, the proportion of the test questions for ‘sentences’ section which is smaller than that in other sections should be appropriately increased and distributed in balance by grade, and Supply Type Questions and Selection Type Questions need to be used appropriately, according to the characteristics of the test. In addition to this, the questions should not focus too much on the components of the sentences and its structure in ‘sentences’ section, and the efforts to test the understanding of the type of the sentences and the rhetoric and the ability of the application need to be made.