Earticle

초록

영어

This study replicates and extends Lee-Ellis’s (2009) work by examining how different scoring methods affect the measurement characteristics of a Korean C-test. Thirty-six learners of Korean as a second language completed a five-passage C-test. Their responses were scored using Partial Credit Modeling, dichotomous item-by-item scoring, and dichotomous morpheme- by-morpheme scoring. Rasch analysis was conducted to compare reliability, person separation, item fit, and interpretability across these scoring approaches. The study also treated each text passage as a “super-item” to evaluate proficiency interpretation at the passage level. All three scoring methods demonstrated high reliability (above .97) and yielded highly correlated proficiency estimates. No single scoring method proved significantly superior in reliability, separation, or model fit. At the super-item level, the passages showed a narrow spread of difficulty indicating limited coverage of proficiency levels. These findings suggest that fine-grained scoring alone cannot compensate for limited test scope. To enhance the diagnostic value and level-referenced interpretation of C-tests, careful selection of text passages spanning a broader proficiency spectrum is essential.

목차

Abstract
I. Introduction
II. Literature Review
1. C-Test as a Language Proficiency Measure
2. C-Tests for Korean as a Second Language
III. Method
1. Participants
2. Procedure and Task
3. Analysis
IV. Results and Discussion
1. Person Ability
2. Item Difficulty
3. Separation of Content/Function Morphemes
4. Super-Item Analysis
5. Discussion
V. Conclusion
References

키워드

저자

• Hyunah Ahn [ Kunsan National University Dept. of English Language and Literature, Professor ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405