학습자 중심 한국어 교육에서의 ‘대안적 평가’

‘Alternative Assessment’ in Learner-centered Korean Language Instruction

There are various methods for evaluating language ability, which differ with traditional assessment methods. For example, portfolio development, project work, interviews, self-assessment, cossessment, etc. A few names used to describe these methods are ‘performance’, ‘authentic’, ‘true’, ‘appropriate’ and ‘direct’ assessments but for the purposes of this study I shall call them a alternative assessment’. Alternative assessment methods are totally different from traditional methods of testing and attempt to overcome the weak points found in traditional assessment. They are used to test the ability of students during particular tasks. Alternative assessment methods use real-life performance as a criterion for measurement. They attempt to provide measurement procedures in such a way as to approximate non-test performance. In this paper, I will argue for a continuum from direct to indirect assessment in Korean language instruction. The primary characteristic of alternative assessment, the fact that it is tied to real world skills, is seen as one of its main advantages. I will try to show that it is possible to achieve personal and indirect assessment of Korean language proficiency and also demonstrate why it is appropriate to refer to the above-noted methods as ‘alternative assessment’.