국가수준 학업성취도 평가 영어 서답형 문항에 대한 학생 반응 분석
Analysis of student responses to constructed response items in English of the National Assessment of Educational Achievement. Modern English Education
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The present study aims at analyzing student responses to constructed response items in order to obtain detailed information on academic achievement and to draw suggestions for enhancing curriculum, teaching, and learning. The data is compiled of students’ responses to constructed response items on the National Assessment of Educational Achievement (NAEA) from 2010 to 2014. The responses of around 7,000 to 8,000 students from sample-based testing schools regarding two constructed response items (one item from speaking and the other from writing) were analyzed. The responses were classified based on their content and then analyzed in relation to achievement level. According to the analysis results, detailed information regarding the characteristics of students’ educational achievement from each achievement level was obtained. Most of the students had difficulties in using formulaic expressions such as ‘what about’ and ‘how about’ by considering grammar, meaning, and context. In addition, low-advanced and proficient level students understood the content but were unable to speak and write correctly. It is shown that basic and below-basic level students did not understand basic vocabulary and sentence structures to determine the main ideas of a text or dialog.
Abstract
The present study aims at analyzing student responses to constructed response items in order to obtain detailed information on academic achievement and to draw suggestions for enhancing curriculum, teaching, and learning. The data is compiled of students’ responses to constructed response items on the National Assessment of Educational Achievement (NAEA) from 2010 to 2014. The responses of around 7,000 to 8,000 students from sample-based testing schools regarding two constructed response items (one item from speaking and the other from writing) were analyzed. The responses were classified based on their content and then analyzed in relation to achievement level. According to the analysis results, detailed information regarding the characteristics of students’ educational achievement from each achievement level was obtained. Most of the students had difficulties in using formulaic expressions such as ‘what about’ and ‘how about’ by considering grammar, meaning, and context. In addition, low-advanced and proficient level students understood the content but were unable to speak and write correctly. It is shown that basic and below-basic level students did not understand basic vocabulary and sentence structures to determine the main ideas of a text or dialog.
참고문헌 (17)
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