수준별 영어수업에 대한 평가방안 연구
A study of the evaluation system for level-differentiated English classes
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The purpose of this study is to investigate student and teacher perception of level-differentiated tests as opposed to traditional English tests and to examine the validity of the level-differentiated tests used in this study. Toward that purpose, this study had three groups of students―'approaching level', 'on level', and 'beyond level'. The students who participated in this study took two different kinds of level-differentiated tests. One (Type B) included all three levels' test items and allowed students to choose any test item suitable for them. The other (Type C) included only level-differentiated test items according to students' levels and students were not able to choose the items. The results of this study indicated that Type C is more valid than Type B and the traditional test in the approaching level group, but in other levels there was no significant difference between Types B and C. In terms of student and teacher perception, they strongly perceived the necessity of level-differentiated tests and most of them preferred Type B since they could choose the items suitable for their levels. This study implies an urgent need for an implementation of level-differentiated assessment and institutional framework in our education system.
Abstract
The purpose of this study is to investigate student and teacher perception of level-differentiated tests as opposed to traditional English tests and to examine the validity of the level-differentiated tests used in this study. Toward that purpose, this study had three groups of students―'approaching level', 'on level', and 'beyond level'. The students who participated in this study took two different kinds of level-differentiated tests. One (Type B) included all three levels' test items and allowed students to choose any test item suitable for them. The other (Type C) included only level-differentiated test items according to students' levels and students were not able to choose the items. The results of this study indicated that Type C is more valid than Type B and the traditional test in the approaching level group, but in other levels there was no significant difference between Types B and C. In terms of student and teacher perception, they strongly perceived the necessity of level-differentiated tests and most of them preferred Type B since they could choose the items suitable for their levels. This study implies an urgent need for an implementation of level-differentiated assessment and institutional framework in our education system.
참고문헌 (17)
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