An analysis of middle school English test items made with conversational texts.
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초록
This study aims to investigate how the conversational texts are used in middle school Englishtest constructions. For that aim, the study collected 30 in-house English tests from ten middleschools in the five school districts of a metropolitan city. The study first analyzed the proportionof the test items made with the conversational texts. Then, it analyzed the proportion ofcontent-independent items and content-dependent items, along with an analysis of the kinds oftasks required by the content-dependent items. In addition, school tests were also compared inorder to examine the similarities/differences among them. According to the result, not a few testitems made with the conversational texts were content-independent, measuring discretelinguistic knowledge. The tasks required by the content-dependent items tended to focus on twokinds and the other four kinds were measuring the reading ability rather than the communicativecompetence, suggesting that not a few items made with the conversational texts were used tomeasure the reading ability. In addition, there was a wide variation among the tests administeredin different schools and for different grades in their use of the conversational texts. Based on theresult, the study concludes that middle school English test items made with the conversationaltexts leave much room to desire to measure the students’ communication competence in a morevalid way
Abstract
This study aims to investigate how the conversational texts are used in middle school Englishtest constructions. For that aim, the study collected 30 in-house English tests from ten middleschools in the five school districts of a metropolitan city. The study first analyzed the proportionof the test items made with the conversational texts. Then, it analyzed the proportion ofcontent-independent items and content-dependent items, along with an analysis of the kinds oftasks required by the content-dependent items. In addition, school tests were also compared inorder to examine the similarities/differences among them. According to the result, not a few testitems made with the conversational texts were content-independent, measuring discretelinguistic knowledge. The tasks required by the content-dependent items tended to focus on twokinds and the other four kinds were measuring the reading ability rather than the communicativecompetence, suggesting that not a few items made with the conversational texts were used tomeasure the reading ability. In addition, there was a wide variation among the tests administeredin different schools and for different grades in their use of the conversational texts. Based on theresult, the study concludes that middle school English test items made with the conversationaltexts leave much room to desire to measure the students’ communication competence in a morevalid way
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