중학생의 영어 쓰기 영역 학업성취 특성 분석: 2015년 국가수준 학업성취도 평가 서답형 문항을 중심으로
An analysis of English writing achievement characteristics of middle-school students: Focusing on the response to constructed-response items of the 2015 National Assessment of Educational Achievement (NAEA)
1
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
This study aims to analyze students’ responses on constructed-response (CR) items in the writing section of the 2015 National Assessment of Educational Achievement (NAEA) English assessment for 3rd grade middle school students and to identify achievement characteristics of different achievement levels of students. The writing section of the NAEA English assessment has four CR questions. Answers from 7,398 middle school students in the sample-based assessment were analyzed. Their answers were categorized based on the contents and were analyzed by matching the answer of each student with their achievement score. The results showed that Advanced-level students were able to identify the gist or details of the text and to write about them without any errors in grammar or spelling. Proficient-level students were able to identify the details of the text, but they wrote about them with some errors in grammar or spelling. In addition, they had a tendency to translate Korean expressions into English, which ended up unnatural English. Basic-level students had overall difficulty in identifying the gist or details, so they did not know what to write. Based on these results, suggestions on differentiated teaching and learning methods at each level of achievement were made.
Abstract
This study aims to analyze students’ responses on constructed-response (CR) items in the writing section of the 2015 National Assessment of Educational Achievement (NAEA) English assessment for 3rd grade middle school students and to identify achievement characteristics of different achievement levels of students. The writing section of the NAEA English assessment has four CR questions. Answers from 7,398 middle school students in the sample-based assessment were analyzed. Their answers were categorized based on the contents and were analyzed by matching the answer of each student with their achievement score. The results showed that Advanced-level students were able to identify the gist or details of the text and to write about them without any errors in grammar or spelling. Proficient-level students were able to identify the details of the text, but they wrote about them with some errors in grammar or spelling. In addition, they had a tendency to translate Korean expressions into English, which ended up unnatural English. Basic-level students had overall difficulty in identifying the gist or details, so they did not know what to write. Based on these results, suggestions on differentiated teaching and learning methods at each level of achievement were made.
참고문헌 (22)
- 강양숙, "중등영어교사의 서술형 평가에 관한 인식 및 운영 실태에 관한 연구", Studies in English Education, 20(2), pp.323~353 (2015), 글로벌영어교육학회
- 2012년 국가수준 학업성취도 평가 결과 분석: 영어, "고현숙", 한국교육과정평가원, ~, pp.연구보고 ORM 2013-37-5 (2013)
- 김미영, "초등학교 영어 서술형 평가에 대한 교사 인식 연구", 영어교과교육, 14(2), pp.141~169 (2015), 한국영어교과교육학회[DOI]
- 박용효, "초·중·고등학생들의 자기주도학습 인식 변화의 연도별 추이 및 국가수준 영어 학업성취도와의 상관관계 분석", 영어교육연구, 25(3), pp.279~302 (2013), 팬코리아영어교육학회[DOI]
- 배주경, "답지 반응률 분포 곡선을 활용한 국가수준 학업성취도 평가 중학교 영어 문항 분석", 영어교과교육, 14(3), pp.161~182 (2015), 한국영어교과교육학회[DOI]
- 배태일, "국가수준 영어 학업성취도에 미치는 요인 분석: 1중ㆍ고등학교 비교 연구", 영어교육연구, 24(1), pp.167~186 (2012), 팬코리아영어교육학회[DOI]
- 성태제, "교육평가의 기초" (2009), 학지사
- 송민영, "성취수준별 대표문항 분석을 통한중학교 영어 성취수준 진술문 개발", 영어학, 13(3), pp.571~599 (2013), 한국영어학회[DOI]
- 유범, "중학교 영어교과 학습부진 학생의 어휘 및 문법 학습 경험에 관한 질적 연구", 영어교과교육, 13(3), pp.105~127 (2014), 한국영어교과교육학회[DOI]
- 윤영선, "일반계고등학교와 특수목적고등학교 영어과 서답형 평가 문항 비교 분석", 중등영어교육, 7(1), pp.31~56 (2014), 한국중등영어교육학회
- 이영주, "초·중·고등학교 학생들의 영어 학업성취도에 영향을 미치는 학생 관련 변인 분석", 영어교육, 67(2), pp.393~415 (2012), 한국영어교육학회[DOI]
- 답지 반응률 분포 곡선을 활용한 중학교 3학년 교과별 학업성취 특성 심층 분석, "이인호", 한국교육과정평가원, ~, pp.연구보고 RRE 2014-5-2 (2014)
- 국가수준 학업성취도 평가 결과의 활용도 제고 방안, "이인호", 한국교육과정평가원, ~, pp.연구자료 ORM 2014-27-15 (2014)
- 2014년 국가수준 학업성취도 평가 결과 분석: 영어, "이인호", 한국교육과정평가원, ~, pp.연구보고 ORM 2015-45-5 (2015)
- 2015년 국가수준 학업성취도 평가 결과 분석: 영어, "이인호", 한국교육과정평가원, ~, pp.연구보고 ORM 2016-31-5 (2016)
- 2013년 국가수준 학업성취도 평가 결과 분석: 영어, "이인호", 한국교육과정평가원, ~, pp.연구보고 ORM 2014-30-5 (2014)
- 2015년 국가수준 학업성취도 평가 출제 연구, "이인호", 한국교육과정평가원, ~, pp.연구보고 RRE 2015-12-1 (2015)
- 장경숙, "학습자 배경변인과 국가수준 영어 학업성취도", 영어어문교육, 13(3), pp.253~273 (2007), 한국영어어문교육학회
- 장은숙, "초등영어 창의․서술형 평가 문항 개발의 방향", 초등영어교육, 19(2), pp.203~218 (2013), 한국초등영어교육학회
- Brown, J. D., "The alternatives in language assessment", TESOL Quarterly, 32(4), pp.653~675 (1998)
- "Constructed-response test questions: Why we use them; How we score them. ETS R & D Connections, No. 11" (2009)[URL]
- Nitko, A. J., "Educational assessment of students" (2004), Pearson Merrill Prentice-Hall