Two Different Perceptions of the National Assessment of Educational Achievement of Primary English in Korea
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This study aims to investigate how the stakeholders perceive the development and implementation of the National Assessment of Educational Achievement of Primary English (hereafter NAEAPE). This study also sets out to uncover, and to obtain in-depth understanding of the issues which emerged from the author's earlier work in 2011, which had investigated washback effect of NAEAPE on teachers’ beliefs and practices. Following a discussion of national curriculum of primary English and assessment policy, this study introduces the overall structure and implementation system of the NAEAPE. This study also examines a number of mainstream theories of language testing or assessment which are relevant to NAEAPE and considers how NAEAPE conforms to these theoretical principles. For this research, 691 students from 9 middle schools in 3 different cities participated in the study; they took the NAEAPE in July 2011 when they were in the 6th graders in the primary schools. 75 head teachers or deputy head teachers from 50 primary schools in the same areas took part in the study. In addition, 10 NAEAPE item writers joined the research. Regarding research instrument, 3 questionnaires were developed; the questionnaire for the students consisted of close-ended questions, but the questionnaires for head teachers and test developers were comprised of both closed and open-ended questions. Analysis of the quantitative data was carried out using SPSS (15.0 for Windows) and the qualitative data were analyzed through classification and listing. The results of the study are as follows: First, generally all the stakeholders hold their own firm beliefs regarding the NAEAPE; two-thirds of all the participants accepted that the NAEAPE was worthy of implementation. However there are still a considerable number of respondents who regarded the test as unnecessary. Second, contrary to the expectation, the impact of the test was not very big. Also the test had more influence on what teachers did
Abstract
This study aims to investigate how the stakeholders perceive the development and implementation of the National Assessment of Educational Achievement of Primary English (hereafter NAEAPE). This study also sets out to uncover, and to obtain in-depth understanding of the issues which emerged from the author's earlier work in 2011, which had investigated washback effect of NAEAPE on teachers’ beliefs and practices. Following a discussion of national curriculum of primary English and assessment policy, this study introduces the overall structure and implementation system of the NAEAPE. This study also examines a number of mainstream theories of language testing or assessment which are relevant to NAEAPE and considers how NAEAPE conforms to these theoretical principles. For this research, 691 students from 9 middle schools in 3 different cities participated in the study; they took the NAEAPE in July 2011 when they were in the 6th graders in the primary schools. 75 head teachers or deputy head teachers from 50 primary schools in the same areas took part in the study. In addition, 10 NAEAPE item writers joined the research. Regarding research instrument, 3 questionnaires were developed; the questionnaire for the students consisted of close-ended questions, but the questionnaires for head teachers and test developers were comprised of both closed and open-ended questions. Analysis of the quantitative data was carried out using SPSS (15.0 for Windows) and the qualitative data were analyzed through classification and listing. The results of the study are as follows: First, generally all the stakeholders hold their own firm beliefs regarding the NAEAPE; two-thirds of all the participants accepted that the NAEAPE was worthy of implementation. However there are still a considerable number of respondents who regarded the test as unnecessary. Second, contrary to the expectation, the impact of the test was not very big. Also the test had more influence on what teachers did
참고문헌 (29)
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