교내 학업성취도 평가 문항분석을 통한 초등학교 영어 평가의 유용도 연구

An examination of usefulness of school-based achievement test in Korean elementary school context from bottom up

This study aims to examine usefulness of school-based achievement test(SBT below) through an item analysis of SBT for test quality control through an in-depth study of test papers from primary context in 2010 and to identify whether SBT keeps step with the purpose of NAEA(National Assessment of Educational Achievement, NAEA below), to empower it from bottom up. Nine hundred and six Korean elementary school students participated in this study. The participants’ results of the achievement test papers were measured along with an item analysis based on the classical test theory and statistical method. This involved descriptive statistics, two independent samples t-test, and correlation analysis, in company with the result of the 2010 NAEA administered by KICE(Korea Institute for Curriculum and Evaluation). The findings of the research indicated that the item difficulty was appropriate for or slightly below learners’ abilities, if any, and illustrated item discrimination power, reliability, and the attractiveness of incorrect answers of SBT. In addition, differences between genders in terms of educational achievement as well as differences between achievement levels(high 27%, low 27%) in line with gender was discerned. Moreover, significant correlation between test papers were statistically meaningful. Therefore this study was designed for four purposes. To investigate whether the SBT is useful for the Korean elementary school context from bottom up. To improve teaching and the learning process in order to obtain greater academic achievement. To show the possibility of an effective testing device, and to arose greater awareness of the implications of elementary English assessment and evaluation systems for trainers, teachers and learners. Some implications and suggestions were drawn from those results.