국가수준 대학입시 선다형 국사 문항이 교수,학습에 끼친 영향 = Effect of Multiple-choice Questions in Korean History of National-level University Entrance Exam on Teaching-learning

다국어 초록 (Multilingual Abstract)

Influence of formats and contents of questions in national university entrance exam on the field of high school education can be evaluated to be absolute and works as an important factor deciding the direction of teaching-learning. Recent assessors and researchers maintain that assessment not only plays the role of measuring tool for (assessment of) examinees`` abilities but also can have converse effect on learning contents and methods of learners and they have defined overall phenomenon of assessment having effect on teaching-learning as ``washback effect`` (of assessment). Due to this washback effect of assessment on teaching-learning, questions in university entrance exam become the direction for Korean History education and standard of questions in the exams and actual questions in the exam become important factors which teachers should teach with their great influence in the field of teaching and teaching-learning activities. Thanks to washback effect of multiple-choice questions format in Korean History, it is apparent that teachers have prepared students for university entrance exams through respective school exams which fit the question format in university exam. In addition, thanks to washback effect of multiple-choice question contents in Korean History, repeated exam questions are perceived by teachers to be important contents to teach and by students to be contents to learn. Directions of Korean History class in high schools have been decided by the questions in university entrance exams each year and Korean History class has been conducted centering on the contents with high frequency of appearance in exams. Moreover, even the questions beyond the limit of curriculum become the contents to be learned once they are included in the university exam because questions once in the exams have the possibility to be applied again as questions from previous exams. Although assessment questions are important factors which decide the direction of teaching-learning in Korean History and improvement of assessment questions is effective and fast method to change teaching-lear ning, it is necessary to improve teaching-learning method at the same time to achieve the goal of Korean History education.

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