한국의 대학 수학 능력 시험 외국어 영역에 대한 분석

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한국의 대학 수학 능력 시험 외국어 영역에 대한 분석 (타당도 및 실현도 등을 조사)

목차

1. Introduction

2. What is the CSAT?
2.1 Clientele
2.2 Context for which test has been developed
2.3 Scoring procedure

3. Tests, Design, Content, Format and Procedure
3.1 Administrative and scoring requirements
3.2 Test design
3.3 Instruction/Rubric
3.4 Item content & Format

4. Overall characteristics
4.1 Validity
4.2 Authenticity & Interactiveness
4.3 Reliability
4.4 Practicality
4.5 Impact / Wash-back Effect

5. Conclusion

본문내용

In the 1970’s, the Korean College Scholastic Ability Test was initiated to assess the students’ English ability as a foreign language by the Korean Institute for Curriculum Evaluation (KICE). Hence, many students who are preparing to take the test have studied in both public and private English schools with their objectives being to do well on this test. The English Tests in CSAT originated from the requirement to assess the students’ ability to study at university and to diagnose what they have learned for educational purposes.

<중 략>

For both the listening and reading tests, which consist of multiple choice items, examiners can give reliable marks to the candidates in the KCSAT. The scoring process does not require the rater’s judgement as to how to interpret the candidates’performances. The KCSAT, which can be understood as an objective test, marks the candidates’ responses according to precise answers. Each question requires the candidates to mark only one answer so that they only choose one item from several choices.

참고 자료

Bachman, L. & Palmer, A. (1996) Language testing in practice Oxford: Oxford University Press
Davies, A. (1990) Principles of Language Testing. Oxford: Basil Blackwell
Hughes, A. (1989) Testing for Language Teachers Cambridge: Cambridge University Press
McNamara, T. (2000). Language Testing. New York, Oxford University.
Weir, C. (1993). Issues in Language testing in “Understanding and developing language tests”, Prentice Hall, P1-29