한국형 다독을 위한 독서 능력 측정 검사지 개발
Development of a testing tool to measure students’ reading ability level for extensive reading in Korea
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초록
The purpose of this study is to develop a testing tool to measure students' reading ability level for extensive reading in Korea. The study has four steps in its development process. First, it analyzes the existing testing tools. Second, it reviews the national English curriculum. Third, it surveys English teachers and students. Finally, it develops a testing tool and has its verification process. Based on this research and analysis, the study reaches the following conclusions. First, from the national English curriculum, several types of achievement standards are established. Second, for the text difficulty of the testing tool,vocabulary level and sentence length are considered to be most important factors. Third, the texts used for each question are made to meet the vocabulary level derived from the extensive reading vocabulary list and the text level calculated by KRI readability formula. Fourth, two types of testing tools are devised for the elementary level and the secondary level. Fifth, the types of questions are comprised of three evaluation areas. Finally, the testing tools have the verification process for their validity and reliability. The testing tools prove to be valid from English education experts and to be reliable by measuring the correlation coefficient.
Abstract
The purpose of this study is to develop a testing tool to measure students' reading ability level for extensive reading in Korea. The study has four steps in its development process. First, it analyzes the existing testing tools. Second, it reviews the national English curriculum. Third, it surveys English teachers and students. Finally, it develops a testing tool and has its verification process. Based on this research and analysis, the study reaches the following conclusions. First, from the national English curriculum, several types of achievement standards are established. Second, for the text difficulty of the testing tool,vocabulary level and sentence length are considered to be most important factors. Third, the texts used for each question are made to meet the vocabulary level derived from the extensive reading vocabulary list and the text level calculated by KRI readability formula. Fourth, two types of testing tools are devised for the elementary level and the secondary level. Fifth, the types of questions are comprised of three evaluation areas. Finally, the testing tools have the verification process for their validity and reliability. The testing tools prove to be valid from English education experts and to be reliable by measuring the correlation coefficient.
참고문헌 (16)
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