Examining the criterion-referenced assessment program in the domain of English language subjects of Korean secondary schools using argument-based approaches to validity

서지정보

ㆍ발행기관 : 이화여자대학교 교과교육연구소 ㆍ수록지정보 : 교과교육학연구 / 19권 / 4호
ㆍ저자명 : Youn-Hee Kim

목차

I. Introduction
II. Argument-based Approaches to Validity
III. Criterion-referenced Assessment
IV. Overarching Research Framework
V. Derived Hypothetical Research Questions
VI. Conclusion and Implications
References

한국어 초록

중등학교에성취평가제를도입하고자하는정부의움직임은교육적으로뿐만아니라사회적,정치적
으로도국가에영향을주고있다.교육정책은교육분야만의문제가아니라국가의정책,문화,경제의
문제이기때문에중등학교의성취평가제는시행전뿐만아니라심지어시행중에도열렬히논의되었다.
중등학교에서성취평가제를실시하고자하는정부의노력과함께, 본연구는중등영어교과목에성취
평가제를적용하는것에대한타당성검증을논증중심적접근법을사용하여살펴보고자한다. 성취평
가제를중등학교에서실시하고자하는정부의노력은가치를높이평가받을수있으나,새로운평가체
제에대한잠재적인긍정적인혹은부정적인효과에관해서는면밀한연구가필요하다. 본연구는다양
한관점에서성취평가제를중등영어교과목에적용하는것에대한논리를구성하고이를찬성혹은반박
할수있는방법을서술한다.보다상세하게는논증중심적타당성검증모형의이론적기반을바탕으로
중등영어교육에성취평가제를실시하고자하는것과관련된적절한연구문제를제기하는방식을기술
하고있다.본연구는이러한문제를해결함으로써한국중등영어교육및평가에있어서성취평가제를
실시하고자하는노력에대한올바를이해를함량하고자한다.

영어 초록

The Korean government’s move to implement criterion-referenced assessment in
secondary schools has impacted the nation socially and politically as well as
educationally. Since education policy is a matter not of only education itself but
of a nation’s politics, culture and economy, the issue of criterion-referenced
assessment in secondary schools has been hotly debated before and even during
its implementation. With the government’s interest in implementing
criterion-referenced assessment in secondary schools, this study examined the
validity of its use using argument-based approaches to validity. Although the
government’s attempt to implement criterion-referenced assessment in second
education is worthwhile, it needs careful scrutiny with regard to the potential
positive or negative effects of the new assessment program. This study showed
how to build and support (or refute) arguments for (or against) the use of
criterion-referenced assessment in the domain of English language subjects from
various aspects. More specifically, it illustrated how to pose proper research
questions based upon theoretical underpinnings of argument-based approaches to
validity. By clarifying these issues, it is hoped that this study provides a better
all-around understanding of criterion-referenced assessment in secondary English
education and assessment in Korea.

참고 자료

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