중학교 영어 성적의 상대평가와 절대평가 추이 분석

• 영문명: trend analysis of norm-referenced and criterion-referenced test results of middle school students
• 발행기관: 한국영어평가학회
• 저자명: 김은혜(Kim, Eunhye)
• 간행물 정보: 『English Language Assessment』Vol.7, 59~80쪽, 전체 22쪽
• 주제분류: 인문학 > 언어학
• 파일형태: PDF
• 발행일자: 2012.12.30

영문 초록

The purpose of this study is to explore the extent to which the newly adapted achievement-based evaluation system affects the English grades of middle school students. The specific research questions are 1) What are the general characteristics of students’ English grades over 6 semesters?, 2) How closely are the grades of each semester related to one another?, and 3) What are the differences between the results when norm-referenced testing was used, compared to when criterion-referenced testing was used on the same data. The results show that there is a statistically significant correlation between the scores of one semester and the respective semesters, and the students have difficulty making considerable changes in their grades. The results from the criterion-referenced testing demonstrate that the greatest number of students fell into the lowest level among the 5 levels of assessment, indicating that they did not achieve their goal. The intention of introducing the achievement-based evaluation is to promote an atmosphere where students are encouraged to reach the highest achievement level. However, if the achievement goals are too high, many students will consequently fall into the lowest level. Therefore, teachers and policy makers ought to contemplate not only theoretically driven goals but also attainable goals based on students’ abilities in establishing national achievement goals.

목차

I. 서 론

II. 이론적 배경

III. 연구 방법

IV. 연구 결과

V. 결론 및 제언

참고문헌

키워드

norm-referenced criterion-referenced evaluation