영어평가의 동향과 한국 교육현장의 영어평가의 문제점
The trend of international English assessment and issues in the Korean educational context
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The aim of the paper is two-fold. First, the paper addresses the change and the current trend of the standardized world-wide English tests. The second part discusses some issues related to English language assessment in Korea focusing on rating issues and problems of performance tests in the secondary schools. The remarkably rapid and radical change in English proficiency tests was rooted on some theoretical principles and rationales, which is to enhance authenticity and test validity eventually leading to increase of positive wahsback on English learning and teaching. Thus, the tests have become task-based, integrated, computer-assisted, and direct performance-based. Yet, the previous studies reported that the current practice of performance tests in public schools in Korea revealed a good deal of limitations. Instead of using authentic, productive-skill based, integrated tests, school teachers made frequent use of short-answer questions and tests of receptive skills. It is suggested that teachers need more specific guidelines and training for performance test procedures and scoring.
Abstract
The aim of the paper is two-fold. First, the paper addresses the change and the current trend of the standardized world-wide English tests. The second part discusses some issues related to English language assessment in Korea focusing on rating issues and problems of performance tests in the secondary schools. The remarkably rapid and radical change in English proficiency tests was rooted on some theoretical principles and rationales, which is to enhance authenticity and test validity eventually leading to increase of positive wahsback on English learning and teaching. Thus, the tests have become task-based, integrated, computer-assisted, and direct performance-based. Yet, the previous studies reported that the current practice of performance tests in public schools in Korea revealed a good deal of limitations. Instead of using authentic, productive-skill based, integrated tests, school teachers made frequent use of short-answer questions and tests of receptive skills. It is suggested that teachers need more specific guidelines and training for performance test procedures and scoring.