대학입학시험 문학능력 평가의 비판적 검토 및 과제

Abstract

The current method of evaluating literacy in university entrance exams is not 'bad', but it is not perfect either. It is difficult to measure the development of literary ability properly because it is a one-choice type(five-point multiple choice) item, and it causes many illnesses of secondary literacy education. The ability to solve the current multiple choice questions is lacking in the literary ability needed in the 4th Industrial Revolution Society. Literary competence required in future society is related to life-friendly creative thinking ability and literary enjoyment ability that can literally read, express(create, speak) literary works and transform them into other mediums. It is important to evaluate the literary grammar concept, genre, terminology, and rhetoric, and to evaluate whether it can be directly applied to the secondary education period in which the literary basic period should be strengthened. The use of various objective literacy assessment tools in university entrance exams is useful for identifying learners who have the power to think and who have the necessary literary knowledge and basic skills in creative and integrated literature education. The realistic alternative is to increase the short answer type question rate in the current multiple choice type test. In the long run, it will be necessary to separate the literary field separately and run a separate literacy evaluation test system apart from the multiple choice type test. However, much time and effort is needed to solve this problem. 100% Selective item presentation Even if the answer item is appropriately utilized, it can be evaluated positively for creativity and thinking ability development while maintaining the fairness of scoring. There is a suggestion from the MATURA literature test in Poland. The quality of literary education can be changed while seeking diversification of literary skills evaluation methods. Now, it is time to break away from the existing discriminative evaluation hall and to change the evaluation method and contents and education method based on developmental evaluation. It is necessary to promote progressive change rather than suddenly changing university entrance examination.