한국어능력시험의 학문 목적 사용에 관한 타당화

Investigating the validity of the TOPIK for academic uses: Based on an argument-based framework

The test of proficiency in Korean, TOPIK, is to set a Korean language learning path for those who do not use Korean as their first language, and to promote the Korean language by officially evaluating Korean language. Although other uses have been identified, this article focuses on the primary intended use of TOPIK in tertiary level academic settings, e.g. university admission and graduation. With an increasing concern about the test use and consequence, it draws on the structure and rationale of Bachman and Palmer’s (2010) assessment use argument, AUA, and investigates the consequences of using an assessment and the decisions that are made on TOPIK scores in university settings. Backing is collected from government documents and in-depth interviews with stakeholders to support the articulated claims and the related warrants. Based on the TOPIK’s AUA conceptual framework, the findings provided that claim 1 and claim 2 were partially supported, in that the test developer’s intended goals for the TOPIK in academic settings were only achieved to a certain degree.