사이버가정학습 영어과 콘텐츠의 평가영역 분석 및 활용방법 연구
An analysis of the Cyber Home Learning System’s English test sections and their application
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The purpose of this study is to analyze the English test sections of the Cyber Home Learning System (CHLS) that has been developed since 2004 by the Korea Education & Research Information Service and sixteen provincial offices of education. The CHLS’s test items were categorized according to test types and test methods. The findings indicated that the English test sections of the CHLS were classified as achievement tests, criterion-referenced tests, formative tests, power tests, and low-stakes tests. Some test items were found to have characteristics of web-based testing. Next, the utilization of the test items was divided into three categories: (1) using test items as a part of learning content, (2) using test items of each lesson in a test sheet form as independent content, and (3) using test items from all lessons with the test item pool system. It turned out that the second and third categories of utilization of test items were not sufficient for helping students to take a test or check what they need to learn. On the basis of these results, related suggestions for increasing the use of the CHLS’s English test sections are provided.
Abstract
The purpose of this study is to analyze the English test sections of the Cyber Home Learning System (CHLS) that has been developed since 2004 by the Korea Education & Research Information Service and sixteen provincial offices of education. The CHLS’s test items were categorized according to test types and test methods. The findings indicated that the English test sections of the CHLS were classified as achievement tests, criterion-referenced tests, formative tests, power tests, and low-stakes tests. Some test items were found to have characteristics of web-based testing. Next, the utilization of the test items was divided into three categories: (1) using test items as a part of learning content, (2) using test items of each lesson in a test sheet form as independent content, and (3) using test items from all lessons with the test item pool system. It turned out that the second and third categories of utilization of test items were not sufficient for helping students to take a test or check what they need to learn. On the basis of these results, related suggestions for increasing the use of the CHLS’s English test sections are provided.
참고문헌 (34)
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