기초학력 진단을 위한 듣기·말하기 영역의 성취기준 개발

Abstract

This study aims to analyze the validity of achievement standards for developing basic academic ability evaluation items for listening and speaking. First, concepts and definitions related to basic academic ability were explored, basic academic ability related to listening and speaking was determined, and theoretical research for the evaluation direction was conducted. From the theoretical search, beyond reading and writing, it was necessary to include the oral communication skills mainly discussed in the research on basic academic ability. To evaluate spoken communication skills, the nature of listening and speaking skills must be evaluated, and questions that can evaluate mutual communication and empathy skills are required. Based on these theoretical discussions, the 2009, 2011, and 2015 revised South Korean language curricula were analyzed and indicated that the content structure and drafts of the achievement criteria for evaluating basic academic ability in the listening and speaking areas were composed of 1~4 levels. To analyze the validity of the achievement standards, four Delphi surveys and consultations were conducted with a 15-expert panel made up of five elementary school teachers, five secondary teachers, and five professors majoring in Korean language education. Accordingly, achievement standards were constructed. In the future, it is necessary to expand the discussion on the development of achievement standards to analyze student responses through evaluation items that implement achievement standards. To evaluate listening and speaking areas in context, it is necessary to develop computer-based and web-based evaluations.