국가수준학업성취도평가의 본질과 제 문제 = Nature and Issues of National Assessment of Educational Achievement -Focused on Korean Language Education-

다국어 초록 (Multilingual Abstract)

Education in South Korea has developed by the government`s initiative for 50 years after the independence. The National Assessment of Educational Achievement(NAEA) is an annual standardized assessment test for all 6th, 9th, and 11th grade students. The result is informed to every student from one of ``good, ordinary, basic, under basic``, and every educational district or school has to open the key information of the result through the internet. An investigation on background variables of schools and students is also carried out with the test, so that the results are analyzed together with the background variables for evaluation of national education. In addition, the results of the year are compared with those of past years. They are analyzed by points of change of national education achievement. NAEA is operated by experts of educational assessment and bureaucrats of MOE. In other words, opinions from actual teachers and scholars of each subject are hardly reflected in the test. This paper discusses the nature of NAEA in a perspective of Korean language education and develops some rubric for Korean language assessment of NAEA. As a result, the nature of NAEA is analyzed according to the following criteria ; individual approach/communal approach, status model/growth model, subject oriented/hyper-subject oriented, public educational system/hyper-educational system, provider based/consumer based, and pre-test stage/post-test stage. There are several issues related to the nature and problems of execution of Korean language assessment of NAEA. Examples include the validity of sampling, appropriateness of testing grades, totality of curriculum domain, the efficacy of equating and comparing system and validity of purposes of assessment for the first language education. Regarding on those, this paper analyzes some issues and problems of NAEA by macro-systematic level and micro-technical level with pre-test stage and post-test stage. Finally, several solution ideas of those issues and problems of NAEA are suggested, based on the perspective of Korean language education.