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대학수학능력시험과 국제 바칼로레아(International Baccalaureate) 시험의 영어 읽기 지문 난이도 비교
소영순(Youngsoon So) 한국응용언어학회 2022 응용 언어학 Vol.38 No.1
This study compared reading passages of the two tests used for college admissions decisions: the Korean College Scholastic Aptitude Test (KCSAT) and the International Baccalaureate (IB) test. The reading passages of the two tests were compared in terms of length, syntactic complexity, lexical diversity, readability, and topics. The analysis showed that the passages in the KCSAT were shorter in length but were syntactically more complicated and lexically more diverse than those in the IB test. Consequently, the reading passages in the KCSAT were found to require a higher reading ability than the IB test. These findings that the KCSAT required a higher reading ability than the IB challenged the legitimacy of the difficulty level of the KCSAT, given the fact that English is used as the medium of instruction in IB. Some suggestions for the future directions of the KCSAT are provided based on the research findings.
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한국 고등학교 영어 수행평가와 서·논술형 평가 실태 및 개선 방안 연구
소영순(Youngsoon So) 한국영어평가학회 2023 영어평가 Vol.18 No.2
This study explores the approaches and challenges of high school English teachers in South Korea in student assessments. Emphasis is placed on their implementation of restricted- and extended-response essay items, as well as performance assessments. We conducted a survey of 10 high school English teachers, selected through purposeful and snowball sampling methods, using open-ended questions. Results indicate a preference for written tests, predominantly multiple-choice questions, over performance assessments. The study also exposes a discrepancy between the intended and actual implementation of performance assessments, which frequently fall short in adequately evaluating students' English productive skills, specifically speaking and writing abilities. Teachers face challenges in collaborating with colleagues, grading, and offering meaningful feedback, often constrained by time and students' focus on scores. The research underscores the necessity for professional development in language assessment literacy, particularly in the creation of scoring rubrics and the application of consistent grading methods for performance, restricted- and extended-response essay assessments. These improvements are aimed at closing the gap between assessment objectives and actual practices, ensuring a more effective contribution to the development of students' English language proficiency.
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2015 개정 영어과 교육과정의 성취 수준과 대학수학능력 영어 평가 수준의 일관성 문제
최정은(Jungeun Choi),이병민(Byungmin Lee),오선영(Sun-Young Oh),소영순(Youngsoon So) 한국영어평가학회 2022 영어평가 Vol.17 No.1
This paper aims to investigate the consistency between the achievement levels stated in the national curriculum of English and the national-level English test. The study first analyzed the target levels of the achievement standards and the basic word list included in the 2015 revised national curriculum according to the CEFR levels. Next, it compared them to those of the College Scholastic Ability Test (CSAT) of English that students take at the completion of public education in South Korea. The examination of the difficulty levels of the CSAT included the English reading passages from 2016 to 2019 academic years and focused on the text readability. The results indicated that the targeted achievement levels presented in the curriculum gradually increased by school levels, reaching CEFR B2 level in all language skills by completing high school education. In contrast, the English reading section of the CSAT included a significant portion of the passages whose difficulty levels were higher than CEFR B2+. The required word knowledge was also found to be about 7,000- to 8,000- word frequency levels. Based on these findings, this paper discusses factors that contribute to the lack of consistency between the national English curriculum and the test with some relevant implications.
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