2014 수능의 실용영어와 기초학술영어 분류체계에 대한 제언: 교육과정기반 문항 분석을 중심으로
A study on the optimization of the CSAT categorization framework with a focus on item analysis
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The purpose of this study is to optimize the way of 2014 CSAT(College Scholastic Ability Test) categorization framework designed for distinguishing the domains of practical English(PE) and basic academic English(BAE) which are key concepts for the both the A and B-type differential English test in Korea. To achieve this purpose, this study analyzes 264 test items from the academic year of 2005 to 2012 focusing on reading domain test items. The result indicate that the ratio of practical English to basic academic English is one to seven, and that this severe disequilibrium originated from the following conditions: first, the framework has only one criterion, textual material, for distinguishing the concept of PE and BAE with the exclusion of two other criteria, topics and situations; and second, the sub-domains affiliated to both PE and BAE categories are not clearly classified. The comparative analysis of the CAST items and the National English Curriculum, as well as the framework, suggests three ideas: first, 'topics' recommended by the National English curriculum as essential elements in the categorization of PE and BAE should be considered, rather than have the textual materials the only criterion; second, 'situations' recommended by the National English Curriculum as well as international English test should also be considered; and third, more detailed and supplementary categorizations are needed to clarify which test items are incorporated into which sub-domains. In order to improve the methodology of the framework operation, several suggestions are provided. In addition, further research directions are also suggested for reaching a high level of applicability in the framework for the 2014 CSAT system.
Abstract
The purpose of this study is to optimize the way of 2014 CSAT(College Scholastic Ability Test) categorization framework designed for distinguishing the domains of practical English(PE) and basic academic English(BAE) which are key concepts for the both the A and B-type differential English test in Korea. To achieve this purpose, this study analyzes 264 test items from the academic year of 2005 to 2012 focusing on reading domain test items. The result indicate that the ratio of practical English to basic academic English is one to seven, and that this severe disequilibrium originated from the following conditions: first, the framework has only one criterion, textual material, for distinguishing the concept of PE and BAE with the exclusion of two other criteria, topics and situations; and second, the sub-domains affiliated to both PE and BAE categories are not clearly classified. The comparative analysis of the CAST items and the National English Curriculum, as well as the framework, suggests three ideas: first, 'topics' recommended by the National English curriculum as essential elements in the categorization of PE and BAE should be considered, rather than have the textual materials the only criterion; second, 'situations' recommended by the National English Curriculum as well as international English test should also be considered; and third, more detailed and supplementary categorizations are needed to clarify which test items are incorporated into which sub-domains. In order to improve the methodology of the framework operation, several suggestions are provided. In addition, further research directions are also suggested for reaching a high level of applicability in the framework for the 2014 CSAT system.
참고문헌 (23)
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