독서 평가 문항의 내용 타당도 분석: 고등학교 독서 수행 평가를 중심으로

Abstract

This paper assumes that content validity matters much in reading assessment and, therefore, Korean language curriculum which has high content validity can have a positive effect on the literacy in the curricula of other content subjects. With the assumption, the paper raises an issue that the content validity in the current reading assessment items is low, and criticizes the problem from two aspects: achievement standard and assessment standard(rubric). Lastly, the assessment items are deeply analyzed based on those standards. In consequence, the curricula of these three evaluated subjects, 'Korean language,' 'Ethics,' 'Law and Society' all lack the clear statements of the achievement standard in the curricula. In addition, the assessment standards are not properly included, either. In 'Korean language' curriculum, specifically, the assessment standards are quite close to the achievement standards. However, there is no assessment standard found in 'Ethics' curriculum; it only gives assessment topics and the related scores. 'Law and Society' curriculum also has the same problem. Moreover, the assessment items are biased to the questions regarding detailed knowledges and inferences. Therefore, it is appropriate to say that the reading assessments of the curricula evaluated are not much different from one another, except for knowledge contents of the subjects. In addition, the reading assessments of the three have not achieved 'the essential of the reading assessment.'The basic cause of this problem comes from lack of careful plans and detailed setups of the achievement/assessment standards by teachers themselves. Secondly, the teachers are reluctant to search for the proper tools to accomplish the content validity. Lastly, they are not aware of the correlation between the reading assessment and literacy. With the findings, I insist that a firm 'reading assessment standard' be set up, primarily in 'Korean language' curriculum, which literacy is rooted in and manages the functions of language. It is necessary that the current unstructured assessment system be re-examined, and the achievement standard in reading assessment, focused on functions and strategies, be set up first. The structured standard is essential to improving literacy and affects reading skills in all of the curricula; although knowledge and attitude are also important elements. Secondly, the assessment tool(rubric) must be designed carefully, so that assessment can be performed well. The elaboration of the tool can have a positive effect on the content validity in the assessment process and the overall education as well. Thirdly, the assessment tool, which persists with multiple-choice tests must be gradually replaced with to another appropriate form of assessment tool that can clearly reveal the content validity. Provided that teachers in the Korean language curriculum can give a valid reading assessment with higher content validity through accomplishing the suggested steps, it would be a fine example for the curricula of other subjects and, in turn, we can expect the improvement in literacy of the learners as well.