한국어능력시험의 읽기 평가 틀 체계화 방안 연구 (Study Tow to Systematize Assessment Framework in TOPIK)

서지정보

· 발행기관 : 중앙어문학회
· 수록지 정보 : 어문론집 / 52권 / 39 ~ 60페이지
· 저자명 : 박선옥

초록

The purpose of this study is to analyze the assessment framework and to suggest a systematize assessment framework based on the assessment framework which is the national test standard.
TOPIK became a broad test and it should developed it’s quality.
Korean as a second language does not have a national standard curriculum. That is why TOPIK is mostly affected by language center curriculum, text books and teaching method. So TOPIK should develop a national standard.
Now the TOPIK system has a guide question plan for each language skill. However, there is not a systemic sub-category of specific skills.
The reading assessment framework focused on aspect alone. Whereas texts and situations are not seen in it.
We looked at the national assessment framework so that TOPIK can be systemized and consistently be of a higher standard as a reading skill test. In addition, through this work, the basic requisite should be aspect, situation, and texts. In addition, the sub-categories should be made more accurate. Also, the number of questions should be different based a level. The last thing is the length of texts should be chosen based on level and closed-ended questions, open questions, and composed questions should be used,

영어초록

The purpose of this study is to analyze the assessment framework and to suggest a systematize assessment framework based on the assessment framework which is the national test standard.
TOPIK became a broad test and it should developed it’s quality.
Korean as a second language does not have a national standard curriculum. That is why TOPIK is mostly affected by language center curriculum, text books and teaching method. So TOPIK should develop a national standard.
Now the TOPIK system has a guide question plan for each language skill. However, there is not a systemic sub-category of specific skills.
The reading assessment framework focused on aspect alone. Whereas texts and situations are not seen in it.
We looked at the national assessment framework so that TOPIK can be systemized and consistently be of a higher standard as a reading skill test. In addition, through this work, the basic requisite should be aspect, situation, and texts. In addition, the sub-categories should be made more accurate. Also, the number of questions should be different based a level. The last thing is the length of texts should be chosen based on level and closed-ended questions, open questions, and composed questions should be used,

참고자료

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