영어 읽기 시험-수행 전략 사용에 관한 사례 연구
A Case Study on the Use of English Reading Test-taking Strategies
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Abstract
The purpose of the current study is to provide information to help identify construct validity of the reading comprehension test, a subpart of the 2003 College Scholastic Ability Test (CSAT). This was achieved by analyzing data on test-taking strategies that three students with different reading abilities employed when answering the questions in the test. Each item of the test was categorized into three item types: understanding main ideas, understanding direct statements, and drawing inferences. In order to draw out test-taking strategies that they depended upon when taking the test, they were asked to mark the strategies they used while taking the test on the strategy checklist. The following results were teased out from the analyses. First, they used strategies regarding understanding information from the text more than any other strategies, which shows that they engaged in in-depth reading and inferencing processes for comprehension rather than surface-structure-based reading processes. Second, they used more strategies in the item types of “understanding main ideas” and “drawing inferences” than in those of “understanding direct statements.” This implies that they depended on strategies concerning discourse-intersentential relationship more frequently than sentence level information. Finally, the low level reader exploited as many test-taking strategies at his disposal as did the other two readers.
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