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고등학교 일본어 평가 도구 개발 연구

  • 차승연 (대학원 중일어문학과 일본어학전공)

초록/요약

This thesis analyzed education objective, assessment guideline, and assessment method of current curriculum and then, it grasped assessment status in the field to draw problems. In order to improve and solve the problems, it developed assessment tool, i.e. achievement standards and assessment items, which secures validity and usefulness to realize aim of the assessment for achievement of education objective. Point of this thesis is largely composed of two parts. Research subjects 1～3 as the first half are the stage to analyze assessment status in the field and to discover problems. Next, research subjects 4 and 5 as the latter half are the stage to make achievement standards and assessment items based on the analysis results of current status in the first half. First, research subject 1 analyzed assessment items of 7 textbooks. Through analysis of Japanese textbooks, it grasped insufficient matters and problems in the stage of diagnostic assessment and formative assessment. According to the analysis results, it was found that there was no diagnostic assessment, 4 functions of language did not evenly appear in formative assessment, and no improvements have been made in quantity and quality of speaking field comparing to formative assessment of a textbook during previous curriculum period. Research subject 2 corresponds to analysis of overall assessment. Analysis of performance assessment status and item analysis of paper-based assessment for respective schools were done. First, according to the results of analysis on reflection field of performance assessment, it was possible to grasp defective assessment phenomenon in speaking and listening. It analyzed items with problem in content validity through qualitative analysis of paper-based assessment, extracted items with deviation from assessment guideline, and grasped that assessment as per verbal material was disproportionately made. It also considered items and causes for problems of percentage of correct answers, discrimination power, and performance degree of learners through quantitative analysis of regular examinations and finally, it grasped problems of achievement evaluation system in the beginning of introduction through analysis of application status. Research subject 3 performed an analysis of teacher factor influencing on assessment. At the same time, it was also found that difficulties in assessment felt by teachers of Japanese language as well as requirements for improvement. According to the results of analysis, teachers with high scores of self-assessment more recognized necessity of diagnostic assessment and formative assessment, and they smoothly performed feedback after execution of overall assessment. Teachers also complained of difficulties in securing time sparing to item manufacture for diagnostic assessment and formative assessment as well as feedback and they also expressed a sense of frustration in dissemination of performance assessment items for objective assessment even though they recognized necessity to measure speaking field as for the case of performance assessment. Research subject 4 suggested a new standard to improve problems of existing achievement standards. A review request was made to expert group in order to re-prepare achievement standards securing adequacy for field and validity of subject contents. According to result of gathering review opinion about existing achievement standards, it was found that existing achievement standards are inconvenient to directly apply to assessment and they had omissions and therefore, a new improvement plan was made reflecting the findings. Specifically, it grasped and realized necessity of achievement standards regarding vocabulary and grammar of linguistic materials as a basis of raising communication ability, and it included and suggested all the items which were not suggested in sub-items of basic communication expression of curriculum resulting in difficulty for use. Finally, research subject 5 conducted development of items reflecting existing analysis contents. In order to solve unbalance phenomenon in 4 functions assessment of language as a problem drawn from existing analysis, questionnaires were prepared to assess all such 4 functions, directly or indirectly and it suggested achievement standards regarding vocabulary and grammar of linguistic materials shown in curriculum so that it could develop items and raise adequacy for field. During the process, reviews were made by field specialists and native people several times to get rid of any errors. 10 multiple-choice questions and 3 descriptive questions were prepared through such procedures and then, the questions were applied to 111 students in the 2nd grade og high school for an analysis of the results. First, according to the quantitative analysis results using results analysis program as per achievement level, it was possible to confirm high reliability of the whole questionnaires in spite of limitations to the number of questions. Percentage of correct answers was 36.9%～87.4% showing that there were no questions with extreme difficulty or easiness; and, discrimination power was higher than .29 meaning that there was no problem to judge achievement level. Except some minor questions with differences in expected percentage of correct answers or with low discrimination power, it means that they were good assessment items in general. And then, it conducted qualitative analysis of the assessment tool. According to qualitative analysis of questions through questionnaire survey on learners under the circumstances of securing content validity through review process by specialists and native people several times at the time of manufacturing the questions, it was possible to get an assessment that learned contents were correctly reflected in the questions and therefore, it was suitable to judge achievement level. In addition, existing grade table provided only raw scores, grade, and achievement level for records of learners. However, the records notice provided under this thesis was made for people to understand elements of measurement per questions and it helped people grasp their achievement level and parts required for learning and therefore, it could draw a conclusion that it would be a basis to establish direction of future learning. Namely, it was found to be a good assessment tool not only in content validity but also in usefulness. This thesis aimed to develop a desirable assessment tool applicable to Japanese language education. Desirable assessment questions have to correctly reflect education contents pursuant to curriculum from the internal aspect while they have to be stated for correct measurement of the contents from the external aspect. The results also have to imply direction of future learning to learners. Park, Do-Soon(2000) stated that in order to make assessment questions well, it is necessary to specifically represent objective and content as much as possible and to preferentially suggest achievement standard specifying how much respective objectives can be achieved. To manufacture such assessment questions, this thesis diversely investigated assessment status in education field for research subject 1～3 in the first place and it especially grasped implementation situation of the achievement evaluation system and so, it drew problems of existing assessment method and contents. Research subject 4 and 5 analyzed problems drawn from field diagnosis and developed improvement plan of achievement standards as well as assessment questions; and pursuant to the result of its application to the field, it could get outcome to secure validity and usefulness of the overall assessment tool as mentioned above. It is expected that above achievement will give a help to prepare assessment standards in education field of Japanese language and that it will further provide a clue to development of assessment tools. This will be useful for teachers, who are in charge of assessment, to design future teaching・learning instead of completion of education through assessment. Furthermore, it will be also useful for learners as objects of assessment to judge in which contents of learning they sufficiently achieved or they insufficiently achieved so that they can establish direction of future learning. Introduction of this thesis threw a question which assessment could fairly and correctly assess ability of learners in order to raise learning motivation and self-efficacy instead of frustration. An assessment tool has to contain learned contents evenly and correctly on the basis of curriculum. However, assessment status in the field had some distance from above. It is inferred that due to this, learners feel a gap between classes and assessment and then, they gradually break away from classes as time goes by. It is found that it is also necessary to have a change in notification method of the results. With current way of knowing their grade and overall achievement degree, it is not easy for them to judge their weak points. If learners are provided with their achievement degree in the classification of achievement standards or assessment items, they can easily grasp their weak fields so that it will be useful for them not only to specifically establish direction of future learning but also to expect increase in learning motivation.

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목차

Ⅰ. 서론
1. 연구의 목적 및 필요성
1.1. 연구의 출발점
1.2. 연구 목적 및 필요성
2. 용어의 정의
2.1. 평가와 시험
2.2. 평가의 유형
2.3. 문항의 유형 및 문항 분석
3. 연구 배경
3.1. 평가의 추세
3.1.1. 세계 언어 평가의 현황
3.1.1.1. 미국의 ACTFL
3.1.1.2. 유럽의 CEFR
3.1.1.3. 주요 일본어시험
3.1.2. 한국의 고등학교 평가 제도의 변화
3.1.2.1. 석차9등급제 및 성취평가제
3.1.2.2. 일본어 교육과정 평가 지침의 변화
3.2. 고등학교 일본어 교육 개요
3.2.1. 교과 및 과목 체계
3.2.2. 일본어 교육 현황
3.2.3. 실시 시기에 따른 평가의 분류
3.3. 문항 분석 이론
3.3.1. 고전검사이론
3.3.2. 문항반응이론
4. 선행연구 55
4.1. 진단평가 및 형성평가 연구
4.2. 수행평가 및 지필평가 연구
4.3. 평가에 영향을 미치는 교사 요인 연구
4.4. 평가 기준 및 평가 도구 개발 연구
5. 연구 대상 및 방법
5.1. 본 논문의 구성
5.2. 연구 대상
5.3. 연구 방법
5.4. 문항 분석 도구
5.4.1. 성취수준별 평가결과 분석 프로그램
5.4.2. 성적표 산출 프로그램

Ⅱ. 본론
1. 교과서 문항 분석
1.1. 분석 대상 및 방법
1.2. 분석 결과
1.2.1. 진단평가 분석
1.2.2. 형성평가 분석
1.3. 소결
2. 수행평가 및 지필평가 분석
2.1. 분석 대상 및 방법
2.1.1. 분석 대상
2.1.2. 분석 방법
2.2. 수행평가 분석 결과
2.3. 지필평가 분석 결과
2.3.1. 지필평가 문항 질적 분석
2.3.1.1. 언어 재료별 분석
2.3.1.2. 평가 지침에 따른 분석 및 문항 오류 파악
2.3.2. 지필평가 문항 양적 분석
2.3.2.1. 양호도 분석
2.3.2.2. 개별 문항 분석
2.3.3. 성취평가제 적용 실태 분석
2.3.3.1. 성취평가제, 성취기준, 성취수준
2.3.3.2. 이원목적분류표의 내용 영역 및 행동 영역 분석
2.3.3.3. 성취기준의 반영 방법 분석
2.3.3.4. 성취기준을 적용한 평가 실시의 문제점 고찰
2.4. 소결
3. 평가에 영향을 미치는 교사 요인 분석
3.1. 분석 대상 및 방법
3.1.1. 분석 대상
3.1.2. 분석 방법
3.2. 분석 결과
3.3. 소결
4. 성취기준 개선안 개발
4.1. 능력기술문항 작성 방법론
4.2. 성취기준 개선안 개발 방법
4.3. 성취기준 개선안 개발의 실제
4.4. 결과 고찰
4.4.1. 성취기준 개선안의 타당도 및 현장적합성 분석
4.4.2. 성취기준 확정
4.5. 소결
5. 평가 문항 개발 및 효용성 검증
5.1. 평가 문항 제작 방법론
5.1.1. 의사소통 능력 함양을 위한 문항 제작
5.1.2. 평가 문항 제작 지침
5.2. 평가 문항 개발 방법
5.3. 평가 문항 개발의 실제
5.3.1. 이원목적분류표 및 문항 작성
5.3.2. 문항 검토 및 평가 도구 확정
5.4. 결과 고찰
5.4.1. 평가 도구의 양호도 분석
5.4.2. 평가 도구의 효용성 분석
5.5. 소결

Ⅲ. 결론
1. 요약 및 연구의 의의
2. 제언
3. 향후 과제

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