Examining the criterion-referenced assessment program in the domain of English language subjects of Korean secondary schools using argument-based approaches to validity
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The Korean government’s move to implement criterion-referenced assessment in secondary schools has impacted the nation socially and politically, as well as educationally. Since education policy is a matter not of only education itself but of a nation’s politics, culture and economy, the issue of criterion-referenced assessment has been hotly debated before and even during its implementation. With the government’s interest in implementing criterion-referenced assessment, this study examined the validity of its use using argument-based approaches to validity. Although the government’s attempt to implement criterion-referenced assessment in second education is worthwhile, it needs careful scrutiny with regard to the potential positive or negative effects of the new assessment program. This study showed how to build and support (or refute) arguments for (or against) the use of criterion-referenced assessment in the domain of English language subjects from various aspects. More specifically, it illustrated how to pose proper research questions based upon theoretical underpinnings of argument-based approaches to validity. By clarifying these issues, it is hoped that this study provides a better all-around understanding of criterion-referenced assessment in secondary English education and assessment in Korea.
Abstract
The Korean government’s move to implement criterion-referenced assessment in secondary schools has impacted the nation socially and politically, as well as educationally. Since education policy is a matter not of only education itself but of a nation’s politics, culture and economy, the issue of criterion-referenced assessment has been hotly debated before and even during its implementation. With the government’s interest in implementing criterion-referenced assessment, this study examined the validity of its use using argument-based approaches to validity. Although the government’s attempt to implement criterion-referenced assessment in second education is worthwhile, it needs careful scrutiny with regard to the potential positive or negative effects of the new assessment program. This study showed how to build and support (or refute) arguments for (or against) the use of criterion-referenced assessment in the domain of English language subjects from various aspects. More specifically, it illustrated how to pose proper research questions based upon theoretical underpinnings of argument-based approaches to validity. By clarifying these issues, it is hoped that this study provides a better all-around understanding of criterion-referenced assessment in secondary English education and assessment in Korea.
참고문헌 (28)
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