문법 평가의 영역 통합적 실현 양상 -국가 수준 학업 성취도 평가를 중심으로- = Some Aspects of Categorical Integration Realization of Grammar Evaluation -With a Focus on National Level Achievement Tests

다국어 초록 (Multilingual Abstract)

This essay examines how grammar evaluation is being done through category integration by analyzing national level achievement tests. Fulfillment of grammar evaluation through category integration can be accomplished by diverse ways. However, in this essay, the focus will be on how grammar-based content is being evaluated in the language use category, specifically the two facets of achievement standards and evaluation questions. Through this investigation, it can be argued that in the language use category, grammar is important not only in the proclamatory aspect, but in the practical aspect as well. The language use category and grammar category are structured by the academic qualities of each category, so relations are difficult to be seen on the surface of the internal classification system. However, by looking at the achievement standards, it is certain that the language use category is based on grammar as well. Dividing the grammar-associated content seen in the language use category by the structural aspect of language reveals that areas related to discourse are of great importance, but also proves that the content traditionally considered within the confines of sentences grammar is importantly dealt with, revolving around the writing category. By investigating how the content associated with sentences grammar in the grammar-based achievement standards found in the language use category is realized in the evaluation questions, the content shows a typical question structure of grammar category in a formal way. In addition, it can be seen that a diverse range of grammar is treated with as evaluation content, and considering content diversity and the amount of knowledge demanded to learners, the content reveals that exact knowledge is required even from an earlier stage, comparing to the grammar category.