한국어 수행 평가의 원리 및 방안 연구

다국어 초록 (Multilingual Abstract)

This dissertation describes the principles and practices of performance assessment for Korean language education. Effectively and meaningfully-designed assessment systems are essential to meeting the needs of Korean language students acquiring Korean as their second or Foreign language. Recently, there has been a growing interest among Korean language educators in performance assessment due to concerns that multiple-choice tests, usually the only option available from test developers, fail to assess students' authentic communicative ability and language skills essential for functioning in real life. Multiple-choice tests are not considered authentic any more because they do not represent activities students typically perform in their everyday lives. In addition, multiple-choice tests do not reflect current theories of learning and cognition and are not based on abilities students actually need for future success. Another concern is that standardized tests cannot be used to closely monitor student progress in the school curriculum since they are only administered once or twice annually.
On the other hand, performance assessment, which is a type of alternative assessment, is an exercise in which a student demonstrates specific skills and competencies that are needed for the real life context in relation to the purpose of the curriculum they are in. And also performance assessment reflects student performance on instructional tasks and relies on professional rater judgment in its design and interpretation.
However, in the Korean language education fields, systematic and fundamental studies on Korean language performance assessment have not been released yet. Though a decade of articles present approaches and techniques on performance assessment in Korean language teaching settings, the study on wholistic principles and practices for Korean performance assessment has not been discussed yet.
Therefore, in this dissertation, I suggest that essential principles of Korean performance test, the framework and procedures of performance assessment development and the principles along with tasks for performance assessment for Korean language education.

목차 (Table of Contents)

• < 목차 >
• 1. 서론 ············································································ 1
• 1.1. 연구의 필요성 및 목적 ················································ 1
• 1.2. 연구의 방법 및 범위 ··················································· 4
• 1.3. 선행 연구 검토 ·························································· 7
• 1.3.1. 한국어 수행 평가에 대한 이론적 연구 ···························10
• 1.3.2. 한국어 수행 평가에 대한 현장 중심적 연구 ···················· 12
• 2. 수행 평가의 개념 및 특성 ······································· 16
• 2.1. 전통적 평가와 수행 평가 ············································ 16
• 2.2. 수행 평가와 유사 개념의 평가 ···································· 19
• 2.2.1. 수행 평가와 실제적 평가 ··········································· 19
• 2.2.2. 수행 평가와 대안적 평가 ············································ 20
• 2.2.3. 수행 평가와 직접적 평가 ············································ 22
• 2.2.4. 수행 평가와 수행 기반 평가 ········································ 24
• 2.2.5. 수행 평가와 과제 기반 평가 ········································26
• 2.3. 수행 평가의 개념 ······················································ 29
• 2.3.1. 수행 평가의 전제 조건 ··············································· 30
• 2.3.2. 수행 평가의 개념 정립 ···············································32
• 2.4. 수행 평가의 특성 ······················································ 36
• 2.4.1. 수행 평가의 특성 ····················································· 36
• 2.4.2. 실시 단계에 따른 수행 평가의 특성 ······························42
• 3. 한국어 수행 평가의 특성 및 원리 ··························· 45
• 3.1. 한국어 수행 평가 분석 ··············································· 45
• 3.1.1. 한국어 수행 평가 현황 ··············································· 45
• 3.1.2. 한국어 수행 평가의 문제점 ·········································54
• 3.2. 한국어 수행 평가의 원리 ············································ 58
• 3.2.1. 실제성의 원리 ·························································· 61
• 3.2.2. 과정 중심성의 원리 ··················································· 65
• 3.2.3. 개방성의 원리 ·························································· 69
• 3.2.4. 상호작용성의 원리 ···················································· 71
• 3.2.5. 통합성의 원리 ·························································· 74
• 3.2.6. 학습자 중심성의 원리 ················································ 77
• 4. 한국어 수행 평가의 설계 ········································· 83
• 4.1. 한국어 수행 평가의 설계를 위한 구비요건 ··················· 83
• 4.1.1. 한국어 수행 평가 시행의 장애 요인 ······························ 84
• 4.1.2. 한국어 수행 평가의 내·외재적 타당도 준거 ····················· 88
• 4.2. 한국어 수행 평가의 설계 ············································ 97
• 4.2.1. 평가의 목표 설정 ···················································· 101
• 4.2.2. 평가 계획 및 평가 범주 설정 ····································· 107
• 4.2.3. 수행 준거 및 평가 기준 선정 ····································· 110
• 4.2.4. 평가 유형 선정 및 수행 과제 개발 ······························ 114
• 4.2.5. 평가 시행 및 평가 자료 수집 및 판단 ·························· 119
• 5. 한국어 수행 평가 방안 ··········································· 133
• 5.1. 한국어 수행 평가의 유형 분류 ··································· 133
• 5.1.1. 기존의 수행 평가 유형 분류 ······································ 133
• 5.1.2. 한국어 수행 평가 유형 분류 ····································· 141
• 5.2. 수행 과제 양상에 따른 한국어 수행 평가 방안 ············ 145
• 5.2.1. 제한된 반응 구성형 ················································· 145
• 5.2.2. 확장된 반응 구성형 ················································· 151
• 5.2.3. 제한된 수행 유도형 ················································· 155
• 5.2.4. 확장된 수행 유도형 ················································· 163
• 5.3. 한국어 수행 평가의 실례 ·········································· 171
• 5.3.1. 평가 목표의 설정 ···················································· 175
• 5.3.2. 평가요목 작성 및 범주·준거·기준 설정 ························· 177
• 5.3.3. 유형 선정 및 수행 과제 개발 ····································· 183
• 6. 결론 ········································································· 194