고전검사이론과 문항반응이론으로 살펴본 모의 TOEIC 문항분석

• 영문명: Item analysis of mock TOEIC test items: Focusing on classical test theory and item response theory
• 발행기관: 한국영어평가학회
• 저자명: 엄혜랑(Hye Rang Om) 이예나(Yena Lee)
• 간행물 정보: 『English Language Assessment』Vol.18 No.2, 265~295쪽, 전체 31쪽
• 주제분류: 인문학 > 언어학
• 파일형태: PDF
• 발행일자: 2023.12.31

영문 초록

This study analyzed student test performance on the mock TOEIC in order to investigate the validity and reliability of the test items within a framework of Classical Test Theory (CTT) and Item Response Theory (IRT). The test, including 49 listening and 51 reading multiple-choice items, was administered to a total of 98 registered university students. Their responses to each test item were statistically analyzed with respect to four indices: item difficulty, item discrimination, item guessing and distractor’s attractiveness. For the analysis, each item was analyzed by applying CTT and IRT according to a 3-parameter logistic model with Pearson correlation coefficient and Kuder Richardson-20 (KR-20). According to the item analysis, it was found that the test displayed a high level of reliability of .920, and the difficulty level was .563, indicating that it was in the desirable range between .25 and .75. The mean discrimination power was also .368, which is within the desirable range of over .3. However, further statistical and qualitative item analyses found that the mock TOEIC contained test items within an inappropriate difficulty level, low item discrimination and implausible distractors. Therefore, this study provides suggestions for enhancing the quality of the mock TOEIC, which can also apply to future TOEICs.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구방법

Ⅳ. 결과 및 논의

Ⅴ. 결론 및 제언

참고문헌

키워드

item difficulty item discrimination classical test theory TOEIC