교사의 읽기 평가 전문성 실태: 지필 평가 문항 분석을 중심으로 = Professional standards of Korean language teacher`s reading assessment: Based on the analysis of written test questions

다국어 초록 (Multilingual Abstract)

This study is intended to understand what problems exist in the teacher`s reading assessment through analyzing the reading test questions of schools and to find the professional standards of problem-solving in connection with the Korean language teacher`s reading assessment. In order to achieve these objectives, I have collected and analyzed the respective test achievement sheets of grades 5 and 6 in two elementary schools located in the Gyeonggi-Do. Also in order to support the discussions, I have analyzed and used the questions in the item pool of a public education site and the midterm test items at the freshmen level of M middle school that is located in Guro-Gu of Seoul. According to the analysis result of test questions, there were a number of problems such as teacher`s misreading, high-dependency on the text, limitations in the thinking power and creativity of learners, test item construction by factual reading-comprehension, items mismatched with the assessment objectives, and problems in the dissociation of questions and choices. These problems were raised mainly by the insufficiency in the ability of teacher`s reading assessment and it is difficult to assess these problems and to evaluate the standards of teachers only with the professional standards of existing Korean language teacher`s reading assessment. Therefore, this study suggests to add and complement the reading-comprehension ability, meta-evaluation competence, item construction ability matched with the objectives, competency in understanding questions and technical ability in addition to the existing professional standards of Korean language teacher`s reading assessment.