지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
The purpose of this study is to analyze the assessment framework and to suggest a systematize assessment framework based on the assessment framework which is the national test standard.
TOPIK became a broad test and it should developed it’s quality. Korean as a second language does not have a national standard curriculum. That is why TOPIK is mostly affected by language center curriculum, text books and teaching method. So TOPIK should develop a national standard.
Now the TOPIK system has a guide question plan for each language skill. However, there is not a systemic sub-category of specific sikills. The reading assessment framework focused on aspect alone. Whereas texts and situations are not seen in it.
We looked at the national assessment framework so that TOPIK can be systemized and consistently be of a higher standard as a reading skill test. In addition, through this work, the basic requisite should be aspect, situation, and texts. In addition, the sub-categories should be made more accurate. Also, the number of questions should be different based a level. The last thing is the length of texts should be chosen based on level and closed-ended questions, open questions, and composed questions should be used.
TOPIK became a broad test and it should developed it’s quality. Korean as a second language does not have a national standard curriculum. That is why TOPIK is mostly affected by language center curriculum, text books and teaching method. So TOPIK should develop a national standard.
Now the TOPIK system has a guide question plan for each language skill. However, there is not a systemic sub-category of specific sikills. The reading assessment framework focused on aspect alone. Whereas texts and situations are not seen in it.
We looked at the national assessment framework so that TOPIK can be systemized and consistently be of a higher standard as a reading skill test. In addition, through this work, the basic requisite should be aspect, situation, and texts. In addition, the sub-categories should be made more accurate. Also, the number of questions should be different based a level. The last thing is the length of texts should be chosen based on level and closed-ended questions, open questions, and composed questions should be used.
목차
1. 서론
2. 읽기의 개념
3. 읽기 영역 평가 틀 분석
4. 한국어능력시험 읽기 평가 틀 체계화
5. 결론
참고문헌
Abstract
참고문헌 (17)
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한국어 학습자의 작문에 나타난 정형화된 언어 사용이 작문 평가 결과에 미치는 영향
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2012
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한국어능력시험(TOPIK) 평가기준과 교재 분석 : 경희대ㆍ고려대ㆍ연세대 초급1 교재 및 물건사기 단원을 바탕으로
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우미경
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UCI(KEPA) : I410-ECN-0101-2014-710-000468666