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Contents

The Characteristics of Absolute Grading of the College Scholastic Ability Test English Section / Sang-Keun Shin 1

[요약] 1

1. INTRODUCTION 1

2. THEORETICAL BACKGROUND 3

2.1. Comparison of Norm-referenced Tests and Criterion-referenced Tests 3

2.2. History of the English Section of the College Scholastic Ability Test 5

3. METHODS 6

3.1. Data 6

3.2. Data Analyses 7

4. RESULTS AND DISCUSSIONS 7

4.1. How the Terminology Is Used in the Literature 8

4.2. Comparison of the Characteristics of Absolute Evaluation, Normreferenced Testing, and Reference Evaluation 10

5. CONCLUSION 15

REFERENCES 16

초록보기

The purpose of this study was to critically examine the absolute grading system applied to the English section of South Korea's College Scholastic Ability Test (CSAT), in a departure from a relative grading system, for the first time in 2017. English language instructors as well as English education researchers have somewhat differing understandings of the concept of absolute evaluation/grading. This paper investigated the nature of absolute evaluation/grading as presented in theses and academic papers as well as research reports, English language assessment textbooks, and press releases from the Ministry of Education (MOE). The study identified four different testing contexts in which the term absolute evaluation/grading is applied: criterion-referenced testing; grading based on fixed cut scores; measurement against external criteria; and norm-referenced testing. While retaining the same test structures as in the prior norm-referenced testing situation, the CSAT English section corresponds to the second context, that is, interpreting results based on fixed cut scores. Achievement standards essential for producing criterion-referenced tests have so far been undefined, with cut scores being arbitrarily set. The examination concluded that the CSAT English section under an absolute grading scale is essentially a norm-referenced test that produces a significantly larger percentage of higher-level test-takers. There is a fair likelihood that, unlike MOE's claim, converting to an absolute evaluation/grading system may not bring about the intended positive change.

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기사명 저자명 페이지 원문 목차
Tracking Individual Change in Willingness to Communicate : A Comparison of Whole Class, Group, and Dyadic Interactions across Two Classroom Contexts Josephine Lee p.29-52

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Exploring English Online Research and Comprehension Strategies of Korean College Students Byung-Doh Oh, Youngsoon So p.53-76

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The Characteristics of Absolute Grading of the College Scholastic Ability Test English Section Sang-Keun Shin p.95-113

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The Construction of English Lexical Bundles in Context by Native and Nonnative Freshman University Students Yu Kyoung Shin p.115-139

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The Effects of Online Planning on CAF in L2 Spoken and Written Performance Nayoung Kim p.3-28

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Prediction Abilities vs. Content Schema in Explaining Korean EFL Learners' Reading Comprehension Junhee Park, Yusun Kang p.77-94

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참고문헌 (45건) : 자료제공( 네이버학술정보 )

참고문헌 목록에 대한 테이블로 번호, 참고문헌, 국회도서관 소장유무로 구성되어 있습니다.
번호 참고문헌 국회도서관 소장유무
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2 Bae, W., & Shin, S.-K. (2016). An exploratory study of status quo of standards-based testing system and its impacts on English language instruction in Secondary Schools. Secondary Education Research, 64(3), 611–634. 미소장
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4 Brown, J. D., & Hudson, T. (2002). Criterion-referenced language testing. Cambridge:Cambridge University Press. 미소장
5 Choi, S. J., & Choi, J. G. (2016). Perceptions of English teachers on the new criterionreferenced assessment in the CSAT. Studies on English Language & Literature, 58(4), 371–402. 미소장
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16 Kang, H. E. (2015). A study of learners’ perception on absolute grading system in the English section of CSAT. Unpublished master’s dissertation, Sookmyung Women’s University, Seoul. 미소장
17 The Criterion Design and Application in the Criterion-referenced Test of English by the Effect of the Teaching Experience 소장
18 English teaching 네이버 미소장
19 Kim, E. H. (2013). Trends in test results of norm-referenced and absolute testing of English as a middle school. Unpublished master’s thesis, Korea University, Seoul. 미소장
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25 (The)Retrospective and the Perspective : the 20 Years of College Scholastic Ability Test (CSAT) 소장
26 Korea Institute for Curriculum and Evaluation. (2018). Scoring result for June trial examination of 2019 College Scholastic Ability Test. Jincheon: Korea Institute for Curriculum and Evaluation. 미소장
27 Korea Institute for Curriculum and Evaluation. (2014). Introduction of absolute testing in English section in CSAT (CAT 2014-36). Seoul: Korea Institute for Curriculum and Evaluation. 미소장
28 (A)history of policies regarding the English section of Korea's College Scholastic Ability Test 소장
29 Kwon, S. B. (2018). A text-mining study on public opinion toward criterion-referenced college scholastic ability test. Unpublished master’s dissertation, Korea National University of Education, Chung-Buk. 미소장
30 Lee, H. W. (2015). A study of secondary teachers' perception on the criterion-referenced evaluation of CSAT. Unpublished master’s dissertation, Hanyang University, Seoul. 미소장
31 Lee, J. Y. (2018). A study about how the application of criterion-referenced evaluation in CSAT affects English studies. Unpublished master’s thesis, Yonsei University. Seoul. 미소장
32 Lee, J.-H., Kim, M.-K., Shim, K.-N., Shim, C.-Y., Lee, S., Kim, J.-S., Jang, E.-S., Jin, K.- A., Park, T.-J., & Jeong, T.-Y. (2012). Elementary English education and evaluation. Seoul: Hangukmunhwasa. 미소장
33 Lee, S. Y. (1999). A study on the development of national common absolute testing standards for English curriculum. English Linguistics Science, 1, 59–62. 미소장
34 Lee, W.-K. (2012). English assessment methodology (3rd ed.). Seoul: MunJinMedia. 미소장
35 Linn, R. L., & Gronlund, N. E. (1995). Measurement and assessment in teaching, Seventh edition. New York: Macmillan. 미소장
36 Ministry of Education. (2014). Introduction of absolute assessment in the English section of CSAT. Seoul: MOE. 미소장
37 Ministry of Education. (2017a). Announcement of grading results and grade notification for the 2018 CSAT. Seoul: MOE. 미소장
38 Ministry of Education. (2017b). Basic plan for 2018 CSAT. Seoul: MOE. 미소장
39 Shin, D., & Cho, D. (2010). On the issue of test specifications in the development of a criterion-referenced achievement test. English Teaching, 55(2), 309–330. 미소장
40 Shin, R. B. (2016). Issues of introduction of absolute testing to English section of CSAT. Unpublished master’s thesis. Korea University, Seoul. 미소장
41 Shin, S.-K. (2010). Theory and practice of foreign language assessment. Seoul:Hangukmunhwasa. 미소장
42 Korea's English Curriculum : Review, Issues and Future Directions 소장
43 Song, S. E. (2017). A study of high school students’ perception on criterion-referenced evaluation of CSAT English. Unpublished master’s thesis, Busan National University of Education, Busan. 미소장
44 Sung, T.-J. (2014). Foundations of educational evaluation. Seoul: Hakjisa. 미소장
45 Yi, J. H. (2016). A study of students' perceptions on criterion-referenced evaluation of CSAT in 2018. Unpublished master’s thesis, Incheon National University, Incheon. 미소장

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