중학생의 영어 쓰기 영역 학업성취 특성 분석: 2015년 국가수준 학업성취도 평가 서답형 문항을 중심으로

This study aims to analyze students’ responses on constructed-response (CR) items in the writing section of the 2015 National Assessment of Educational Achievement (NAEA) English assessment for 3rd grade middle school students and to identify achievement characteristics of different achievement levels of students. The writing section of the NAEA English assessment has four CR questions. Answers from 7,398 middle school students in the sample-based assessment were analyzed. Their answers were categorized based on the contents and were analyzed by matching the answer of each student with their achievement score. The results showed that Advanced-level students were able to identify the gist or details of the text and to write about them without any errors in grammar or spelling. Proficient-level students were able to identify the details of the text, but they wrote about them with some errors in grammar or spelling. In addition, they had a tendency to translate Korean expressions into English, which ended up unnatural English. Basic-level students had overall difficulty in identifying the gist or details, so they did not know what to write. Based on these results, suggestions on differentiated teaching and learning methods at each level of achievement were made.