국어교육 평가의 구조와 원리

Structure and Principles of Assessment in Korean Language Teaching

I aims to reconstruct the universal theory of educational assessment to the theory of korean language assessment. It is difficult to ensure the propriety of subject without characterizing theory to korean subject. Theory of subject education develops when research on teaching-learning contents, methods, and assessment operate systematically in the frame of subject's curriculum. As sufficient for the research on teaching-learning contents, it needs to study methods and assessment of teaching-learing in korean language teaching now. Refer to universal components of assessment, korean language assessment is characterized by five points. First, considering goals of subject, there are intermixture between subjective goals and meta-subjective goals. Second, considering contents of assessment, it is important that judging the meaningfulness concerned with components of korean language activities. Third, considering instruments of assessment, there are intermixture between the language as means and the language as objectives. Fourth, considering situation of assessment, there are much complexity with reality and hyper-reality. Finally, the language of students and the language of teachers are intermixed by the process of teaching and learning. Refer to the procedure of assessment, there are some variables in korean language assessment. At pre-assessment stage, basic language abilities of students, linguistic features of texts for assessment, and the linguistic environment for assessment are works as variables. At assessment carrying out stage, external forms of assessment, efficiency and physical peculiarity of assessment instruments, and inter-influences between languages used in assessment works as variables. Finally, at post-assessment stage, measuring criteria, methods of describing the results of assessment, and feed-back fields of results works as variables. Therefore, principles of assessment in korean language teaching are regulated. At assessment designing stage, principles of intention, propriety, and unity are applicable. At assessment carrying out stage, there are principles of activity, mutuality, and recurrence are applicable. At assessment interpreting and applying stage, principles of meaningfulness, linking, and meta usage are applicable. In consider of these principles synthetically, it is possible tD establish the theory of assessment with research the korean language teaching. [key word] assessment in K.L.T, components of assessment, procedure of assessment, pnnciples of assessment, arection of assessment