해외 초·중등학교 한국어교육을 위한 성취도 평가 방안 연구 : 우즈베키스탄 사례를 중심으로

다국어 초록 (Multilingual Abstract)

This study aims to examine the validity of Korean language achievement assessment tools for high school learners in Uzbekistan, identify the shortcomings of the current assessment instruments, and suggest possible improvements.
The rapid expansion of Korean language education in overseas primary and secondary schools has increased the need for valid and systematic assessment tools that accurately reflect curricular goals and learning outcomes. Especially, Uzbekistan has emerged as one of the leading countries in Korean language education in the Russian and Central Asian region, with approximately 20,000 students studying Korean in more than 150 schools. Furthermore, in 2024 Korean was officially introduced as a second foreign language subject in upper secondary education, resulting in a significant increase in the number of learners and the demand for a coherent curriculum, instructional materials, and achievement assessment system.
In response to these developments, the Ministry of Preschool and School Education of Uzbekistan developed a Korean language curriculum for high school students based on the Common European Framework of Reference for Languages （CEFR） and introduced localized Korean language textbooks. At the same time, Uzbekistan has been implementing a nationwide educational assessment reform. Under the new assessment system, students’ academic achievement is determined through a combination of formative and summative assessments, including unit and quarterly summative assessments administered through a centralized electronic school platform. As these assessments play a decisive role in determining students’ academic performance, it is necessary to examine whether the current achievement assessment tools adequately reflect the objectives and content of the curriculum and textbooks.
Despite a substantial body of research on Korean language testing, previous studies have primarily focused on proficiency assessment, while relatively little attention has been paid to achievement assessment in formal school settings, particularly for adolescent learners outside Korea. Furthermore, research on Korean achievement assessment for secondary school students in overseas educational contexts remains limited.
Against this background, this study aims to examine the validity of achievement assessment tools used for high school learners in Uzbekistan, identify their limitations, and propose directions for improvement. Specifically, the study addresses the following research questions: （1） What are the educational goals and assessment principles of the Korean language curriculum in Uzbekistan? （2） How are the current achievement assessment tools structured, and to what extent are they aligned with the curriculum and textbooks? （3） How can achievement assessment tools for Uzbek high school learners be improved to enhance their validity?
By analyzing the relationship among the curriculum, textbooks, and assessment tools, this study seeks to provide practical recommendations for improving Korean language achievement assessment in Uzbekistan. Furthermore, it aims to contribute to the development of valid and context-sensitive assessment tools for adolescent learners in overseas primary and secondary Korean language education settings.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구 배경 및 목적 1
• 1.2. 선행 연구 4
• 1.2.1. 한국어 성취도 평가 5
• 1.2.2. 청소년을 위한 국내 한국어 평가 관련 연구 7
• 1.2.3. 해외 공교육 청소년 대상 성취도 평가 사례 10
• 1.3. 논문 구성 13
• 2. 이론적 배경 15
• 2.1. 성취도 평가 15
• 2.1.1. 성취도 평가의 개념 및 유형 15
• 2.1.2. 내용 타당도 19
• 2.2. 청소년 학습자 20
• 2.2.1. 청소년 학습자의 특성 21
• 2.2.2. 우즈베키스탄 중등교육 청소년 학습자 특성 23
• 2.3. 우즈베키스탄에서 한국어교육 현황 및 평가 체계 26
• 2.3.1. 우즈베키스탄에서 한국어교육 현황 26
• 2.3.2. 우즈베키스탄 중등교육기관 평가 체계 29
• 3. 연구 방법 33
• 3.1. 연구 대상 33
• 3.2. 연구 절차 34
• 3.3. 분석 기준 35
• 3.3.1. 교육과정 분석 기준 35
• 3.3.2. 교재 분석 기준 37
• 3.3.3. 성취도 평가 도구 분석 기준 39
• 4. 분석 결과 41
• 4.1. 교육과정 분석 결과 41
• 4.1.1. 교육목표 41
• 4.1.2. 평가 방법 44
• 4.1.3. 수준별·영역별 성취기준 45
• 4.2. 교재 분석 결과 52
• 4.2.1. 교육과정 준수 52
• 4.2.2. 내적 구성 53
• 4.3. 우즈베키스탄 고등학생 대상 한국어 성취도 평가 도구 62
• 4.3.1. 평가 구성 및 방법 69
• 4.3.2. 평가의 내용 타당도 72
• 5. 논의 및 개선 방안 89
• 5.1. 우즈베키스탄 고등학생 대상 한국어 성취도 평가 도구 문제점 89
• 5.2. 우즈베키스탄 고등학생 대상 한국어 성취도 평가의 개선 방안 93
• 6. 결론 98
• 참고 문헌 101
• 부록 108
• ABSTRACT 132