A Comparison of the Texts Used in the Secondary School English Tests
0
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
The purpose of this study is to investigate the similarities and/or differences of the secondary school English tests in their ways of using the texts. For that purpose the study analyzed 30 middle school and 30 high school English tests, focusing on the number and types of the texts used and the kinds and proportion of the knowledge measured with the texts. In order to see the similarities and/or differences between the middle school and high school tests and among the tests for the same grade and for different grades the study compared the tests administered in different middle schools and high schools and the tests for different grades and for the same grade in each school level. According to the result of the study, there were both similarities and differences among the tests for different school levels and for different grades in their ways of using the texts. However, despite the common features found in the tests for the same grade, there was also a wide variation among the tests administered in different schools. Based on the result, the study concludes that due to the lack of the established criteria and thus the teachers’ arbitrary use of the texts in constructing the tests, the secondary school English tests fail to maintain full consistency and are not considered effective enough for the development of the target language ability in the students.
Abstract
The purpose of this study is to investigate the similarities and/or differences of the secondary school English tests in their ways of using the texts. For that purpose the study analyzed 30 middle school and 30 high school English tests, focusing on the number and types of the texts used and the kinds and proportion of the knowledge measured with the texts. In order to see the similarities and/or differences between the middle school and high school tests and among the tests for the same grade and for different grades the study compared the tests administered in different middle schools and high schools and the tests for different grades and for the same grade in each school level. According to the result of the study, there were both similarities and differences among the tests for different school levels and for different grades in their ways of using the texts. However, despite the common features found in the tests for the same grade, there was also a wide variation among the tests administered in different schools. Based on the result, the study concludes that due to the lack of the established criteria and thus the teachers’ arbitrary use of the texts in constructing the tests, the secondary school English tests fail to maintain full consistency and are not considered effective enough for the development of the target language ability in the students.
참고문헌 (27)
- Anderson, N. J, "An exploratory study into the construct validity of a reading comprehension test: Triangulation of data scores", Language Testing, 8, pp.41~66 (1991)
- Bachman, L, "Fundamental considerations in language testing" (1990), Oxford University Press
- Bailey, K. M, "Learning about language assessment: Dilemmas, decision, and directions" (1998), Heinle & Heinle Publishers
- "The concept of genre and its characteristics." (2000)[URL]
- Bernhardt, E. B, "Reading development in a second language: Theoretical, empirical, and classroom perspectives" (1991), Ablex
- Chatman, S, "Coming to terms: The rhetoric of narrative in fiction and film" (1990), Cornell University Press
- "Using different types of texts for effective reading instruction" (2001)[URL]
- Cooper, J. D, "Literacy assessment: Helping teachers plan instruction" (2001), Houghton Mifflin Company
- Cote, N, "Students making sense of informational text: Relationship between processing and representation", Discourse Processes, 25, pp.1~53 (1998)
- Gordon, C. M, "The interaction between task and meaning construction in EFL reading comprehension tests", TESOL Quarterly, 29(2), pp.299~324 (1995)
- Heaton, J. D, "Writing English language tests" (1990), Longman
- Hughes, A, "Testing for language teachers" (1989), Cambridge UniversityPress
- 전병만, "영어과 교사의 학생 평가 전문성 신장을 위한 연구", 영어교육, 60(2), pp.3~27 (2005), 한국영어교육학회
- Kehoe, J, "Writing multiple-choice test items, In What teachers need to know about assessment", pp.69~74 (2002), National Education Association of the United States
- 김성애, "An Analysis of the Multiple-Choice Test Items Constructed by Middle School English Teachers", 응용언어학, 25(2), pp.143~169 (2009), 한국응용언어학회
- 김성애, "An investigation of how texts are used in middle school English tests", 영어교육연구, 22(2), pp.157~178 (2010), 팬코리아영어교육학회
- 김성애, "An analysis of the test items on text structures in high school English tests", 응용언어학, 26(4), pp.251~274 (2010), 한국응용언어학회
- Kinneavy, J. L, "A theory of discourse: The aims of discourse" (1971), Prentice-Hall
- Larson, M. L, "Meaning-based translation: A guide to cross-language equivalence" (1984), University Press of America
- Liskin-Gasparro, J. E, "Practical considerations in receptive skills testing", Foreign Language Annals, 17(4), pp.369~373 (1984)
- Longacre, R. E, "The grammar of discourse" (1983), Plenum Press
- Prodromou, L, "The backwash effect: From testing to teaching", ELT Journal, 49(1), pp.13~25 (1995)
- Rudner, L. M, "Testing and teaching, In What teachers need to know about Assessment", pp.3~5 (2002), National Education Association of the United States
- Shohamy, E, "Beyond proficiency testing: A diagnostic feedback testing model for assessing foreign language learning", The Modern Language Journal, 76(4), pp.513~521 (1992)
- Trabasso, T, "Conscious understanding during comprehension", Discourse Processes, 21, pp.225~286 (1996)
- Tuttle, H. G, "Formative assessment: Responding to students" (2009), Eye on Education