라쉬모형을 이용한 초등학생용 영어 어휘 검사지의 위계성 검증
A validation study on English vocabulary levels of Korean elementary school students using the Rasch model
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초록
The present study attempted to examine two (receptive and productive) vocabulary tests which were developed to measure the amount of vocabulary knowledge of Korean elementary school students. To examine the hierarchical levels nested in the two types of the vocabulary tests to ascertain receptive and productive skills, the Rasch model was applied. In this study, it investigated whether the items developed by dividing the vocabulary level of the elementary school students into four levels were appropriately measuring the size of elementary school students’ vocabulary knowledge and whether the item difficulty was distributed in a hierarchical manner reflecting the four vocabulary levels. For this purpose, item fit statistics were examined, and then the Wright Map showing items’ difficulty and students’ ability in the same scale was investigated. Also the average item difficulty was compared by levels to verify the hierarchy of items. The results of this study are as follows. First, it turned out that the vocabulary test could appropriately measure the vocabulary competence of Korean elementary school students. Second, the difficulty of the items of each test was distributed hierarchically to reflect the four targeted levels as the initial expectation of this study.
Abstract
The present study attempted to examine two (receptive and productive) vocabulary tests which were developed to measure the amount of vocabulary knowledge of Korean elementary school students. To examine the hierarchical levels nested in the two types of the vocabulary tests to ascertain receptive and productive skills, the Rasch model was applied. In this study, it investigated whether the items developed by dividing the vocabulary level of the elementary school students into four levels were appropriately measuring the size of elementary school students’ vocabulary knowledge and whether the item difficulty was distributed in a hierarchical manner reflecting the four vocabulary levels. For this purpose, item fit statistics were examined, and then the Wright Map showing items’ difficulty and students’ ability in the same scale was investigated. Also the average item difficulty was compared by levels to verify the hierarchy of items. The results of this study are as follows. First, it turned out that the vocabulary test could appropriately measure the vocabulary competence of Korean elementary school students. Second, the difficulty of the items of each test was distributed hierarchically to reflect the four targeted levels as the initial expectation of this study.
참고문헌 (19)
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