직업계 고등학생의 영어 기초학력 진단 및보정을 위한 방안 탐색

Exploring strategies for diagnosis and support of low achievers in English among vocational high school students.

The present study aims to diagnose and correct the foundational English skills of vocational high school students. The assessment tool in this study reflects the achievement standards of the revised 2015 and 2022 curricula, aligning with the spirit of a competency-based curriculum. The items in the assessment comprise 30 diagnostic and 150 formative assessment questions, with a focus on formative assessment for the purposes of this research. Furthermore, these questions are linked to the vocational basic competence assessment on which students are tested before graduation, aiding in their preparation for graduation and employment. Importantly, questions were designed around content students might encounter in real work-related situations, with over 50% of the items dedicated to assessing and cultivating English communication skills in listening and speaking. The implications of this research are as follows: early diagnostic assessments at the beginning of vocational education; tailored teaching and assessments related to students' target vocational fields; emphasis on competence development; linking assessment with teaching and learning; and the necessity of sustained, long-term efforts to support students' basic skills improvement.