문법 평가의 현황과 과제 - 국가 수준 학업 성취도 평가를 중심으로 -

Abstract

This study attempts to set a direction for grammar evaluation by examining how the evaluation has been made in National Level Achievement Tests. In the second section, the current state of grammar evaluation has been investigated from the viewpoint of learners achievement level. This section explores various aspects of the percentage of correct answers according to achievement standards and discusses achievement standards and evaluation questions that learners have trouble with. Through this review, what has been identified is achievement standards and evaluation questions with different than expected results and exceptionally low percentages of correct answers. In order to incorporate positive feedback effects on the grammar evaluation, on completion of this study, what is found to be required is the development of evaluation standards and teaching-learning contents, or the desirable changes of the contemporary forming methods of the evaluation questions. In the third section, the way in which grammar evaluation principle has been realized is considered through two aspects of linguistic materials and use of grammatical terms. The principle of language material practices has been carried out formally in the way of increasing textual materials, but functionally these materials have not met needs. The principle in using grammatical terms based on learners level has been performed in the way of limiting their use, and has manifested in the way of excluding grammatical terms included in teaching-learning courses. It can be seen that grammar evaluation principle has not properly fulfilled its purpose in the actual field of evaluation.