답지 반응률 분포 곡선을 활용한 국가수준 학업성취도 평가 중학교 영어 문항 분석
An analysis of test items for the National Assessment of Educational Achievement (NAEA) in Grade 9 English using the distribution curves of response rates
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The study analyzed test items for the National Assessment of Educational Achievement (NAEA) using distribution curves of response rates, and then identified more specific and detailed features for students’ educational achievement. For this, a total of 136 multiple-choice test items from 2010 to 2013 NAEA in Grade 9 English were analyzed using distribution curves of the percentage of students who selected correct and incorrect alternatives. Then, nine test items, which showed a high response rate in an incorrect alternative at a particular achievement level, were selected for a further in-depth analysis: three items in the Listening section, one item in the Speaking, four items in the Reading, and one item in the Writing. The results made it possible to provide more detailed information on student achievement in terms of achievement levels, and particularly the gaps and weaknesses in their learning. Moreover, they enabled us to identify achievement features of Basic-level students, which had been difficult to identify using the analysis of representative items. Based on these findings, the study suggested teaching strategies tailored to the different needs of students to improve student learning.
Abstract
The study analyzed test items for the National Assessment of Educational Achievement (NAEA) using distribution curves of response rates, and then identified more specific and detailed features for students’ educational achievement. For this, a total of 136 multiple-choice test items from 2010 to 2013 NAEA in Grade 9 English were analyzed using distribution curves of the percentage of students who selected correct and incorrect alternatives. Then, nine test items, which showed a high response rate in an incorrect alternative at a particular achievement level, were selected for a further in-depth analysis: three items in the Listening section, one item in the Speaking, four items in the Reading, and one item in the Writing. The results made it possible to provide more detailed information on student achievement in terms of achievement levels, and particularly the gaps and weaknesses in their learning. Moreover, they enabled us to identify achievement features of Basic-level students, which had been difficult to identify using the analysis of representative items. Based on these findings, the study suggested teaching strategies tailored to the different needs of students to improve student learning.
참고문헌 (16)
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