정기고사 영어 읽기 평가 문항 유형별 교사와 고등학생 간 난이도 인식 탐색

Exploring high school students’ and in-service teachers’ perception on difficulty of a regular English reading achievement test: Focus on the item type

The current study aims to explore the perceptual difference between high school students and in-service teachers regarding the item difficulty of a regular English achievement test. The research questions are as follows: (1) How does the perception of item difficulty in an English reading test differ between high school teachers and students for each of item types? (2) What types of item do in-service teachers regard as the difficult ones in making EFL reading test items? For this research, a mixedmethods approach was utilized in which quantitative data from a survey and qualitative data from interview were analyzed. 107 high school students and 3 English teachers participated in the survey. Later, 2 students and one English teacher took part in the interview. The results indicated that the perceptual difference between students and teachers regarding the difficulty of the item type was small. However, some item types such as ‘fill-in-the-blank’ and ‘choosing the word appropriate for the given context’ showed the notable difference between predicted PCA(proportion of the correct answer) and actual PCA. In addition, in-service teachers felt difficult in making the ‘fill-in-the-blank’ type while they selected ‘the grammar’ type as the easiest one in making the item.