Earticle

A study on the analysis of items in TOPIK- On the focus of items in the intermediate level - Lee Sang-rin This study is aims at grasping suggestive aspects of teaching-learning methodology of Korean language for foreigners and assisting in developing the quality of TOPIK(Test of Proficiency in Korean) through the analytical result of the items in TOPIK. The subjects of this analysis are limited to 100 objective items in intermediate level of the 21th TOPIK. This study analyzes the items filled in papers of the numbers of 2384 with the method of classical test theory using TestAn 1.0 program. item difficulty are easy largely in the 21th TOPIK and item discrimination level of them are valid. But there are the items which is noticeable. This study attains the result as below through analysis of item. The first, there are some items which are inordinately easy. Therefore, the items are appropriate for falling under the category of the beginners’ level. The second, There are, the other hand, some items which are inordinately item difficulty or invalid in item discrimination level. Therefore, the items are appropriate for falling under the category of the highest level. The third, the items which are inordinately item difficulty or invalid in item discrimination level have a point in teaching-learning methodology for Korean education as the second language. theory, item discrimination, item difficulty, Intermediate level

본 연구는 SW 테스팅 능력을 검정하는 국가공인 CSTS 일반등급 민간자격의 검정문항을 분석하는 것이다. 이를 위해, 2020년부터 2021년까지 2년 동안 8회에 걸쳐 총 1,556명이 응시한 검정문항 중 4지선다형과 진 위형 총 480문항을 분석대상으로 하였다. 분석은 고전검사이론과 문항반응이론을 적용하여 난이도, 변별도와 추측도를 추정하였으며, 연도 간 비교와 문항에 부여된 난이도를 바탕으로 분류하여 분석한 주요결과는 다음과 같다. 첫째, 연도와 일부 검정회차 간 취득점수의 차이가 존재하여 검정난이도의 일관성이 부분적으로 유지되 지 못하고 있는 것으로 나타났다. 둘째, 문항난이도를 추정한 결과 CSTS 일반등급 자격은 전반적으로 쉬운 문 항으로 구성되어 있는 것으로 나타났다. 다만, 일부 문항은 문항에 부여된 난이도와 상반되는 난이도 지수가 추정되고 있어 개선이 필요함을 확인하였다. 셋째, 문항변별도를 추정한 결과 낮은 변별력을 보이는 문항들이 일부 존재함을 확인하였으며, 문항에 부여된 난이도가 낮은 경우 변별도가 낮은 문항의 비율이 적은 것으로 나 타났다. 넷째, 문항추측도를 추정한 결과 기준 이상의 추측도를 보이는 문항이 분류되었으며, 문항에 부여된 난 이도를 기준으로 하였을 때 두 검사이론 간 상반되는 차이를 나타냈다. 연구결과를 바탕으로 문항에 부여된 난 이도와 상반되는 문항난이도 지수가 추정된 문항과 낮은 문항변별도 지수를 나타낸 문항, 그리고 높은 추측도 지수를 나타낸 문항에 대하여 우선적인 난이도의 조정, 내용전문가 참여를 통한 문항 내용의 검토와 개선이 필 요하며, 자격제도 관리․운영 절차에 검사이론을 바탕으로 하는 문항과 검사에 대한 분석과 개선의 과정이 내재 화되어야 함을 제언하였다.

The purpose of this study is to analyze the test items of the nationally authorized CSTS private qualification that tests SW testing ability. A total of 480 items were analyzed among the test items that a total of 1,556 people took 8 times over two years from 2020. Item difficulty, discrimination, and guessing were estimated by applying classical test theory and item response theory, First result of the research, the consistency of difficulty was not maintained in the scores obtained between years and between sessions. Second, as a result of estimating the item difficulty, it was composed of easy items overall, but the year 2020 showed a higher difficulty. Also, some items had an item difficulty index contrary to the difficulty assigned to the item. Third, as a result of estimating the item discrimination, it was confirmed that there were some items with low item discrimination, and in the case of items with low difficulty, the proportion of items with low discrimination was the smallest. Fourth, as a result of estimating the item guessing, some high-guessing items were classified, and when examined based on the difficulty assigned to the item, the two test theories showed opposite differences. Based on the results, items with the opposite difficulty, low item discrimination, and high guessing items should be reviewed and improved through the participation of subject matter experts.

Purpose: The purposes of this study were to perform items analysis using the classical test theory (CTT) and the item response theory (IRT), and to establish the validity and reliability of the Korean version of pressure ulcer prevention knowledge. Methods: The 26-item pressure ulcer prevention knowledge instrument was translated into Korean, and the item analysis of the 22 items having an adequate content validity index (CVI), was conducted. A total of 240 registered nurses in 2 university hospitals completed the questionnaire. Each item was analyzed applying CTT and IRT according to 2-parameter logistic model. Response alternatives quality, item difficulty and item discrimination were evaluated. For testing validity and reliability, Pearson correlation coefficient and Kuder Richardson-20 (KR-20) were used. Results: Scale CVI was .90 (Item-CVI range=.75-1.00). The total correct answer rate for this study population was relatively low as 52.5%. The quality of response alternatives was found to be relatively good (range=.02-.83). The item difficulty of the questions ranged form .10 to .86 according to CTT and ?12.19 to 29.92 according to the IRT. This instrument had 12-low, 2-medium and 8-high item difficulty applying IRT. The values for the item discrimination ranged .04-.57 applying CTT and .00-1.47 applying IRT. And overall internal consistency (KR-20) was .62 and stability (test-retest) was .82. Conclusion: The instrument had relatively weak construct validity, item discrimination according to the IRT. Therefore, the cautious usage of a Korean version of this instrument would be recommended for discrimination because there are so many attractive response alternatives and low internal consistency.

Objective This study aimed to evaluate the reliability and validity of the Korean version of the Pornography Craving Questionnaire (K-PCQ) using classical test theory and item response theory.Methods The goodness of fit test and differential item functioning (DIF) analysis based on the Rasch model, confirmatory factor analysis (CFA), exploratory factor analysis (EFA), and correlation analysis were used to test its reliability and validity.Results Response data from 226 students were analyzed. According to the goodness of fit test, the outfit mean square value of only one item, Item 11, was greater than 2. The CFA results revealed that all items of the K-PCQ measured a single construct. The EFA results revealed that the K-PCQ had excellent internal reliability. The DIF analysis results showed that the measurement of pornography craving using the K-PCQ did not differ based on gender. The result of Poly-DIMTEST supported the unidimensionality of the K-PCQ. The cut-off value of pornography craving was suggested as a measure of -0.0908 which corresponds to 46 (54.8%) out of a maximum score of 84.Conclusion The items of the K-PCQ are unidimensional and have good reliability and validity. The K-PCQ will be useful in clinical practice and research as a screening tool for pornography craving.

본 연구는 2012년에 전국적인 고등학생 경제이해도에 사용되었던 한국경제교육협회(KAEE) 문항과 미국 경제교육협회(CEE)의 TEL문항을 고전검사이론과 문항반응이론에 의한 방법으로 문항의 적정성을 비교 분석한 것이다. 총점을 주 분석대상으로 하는 고전검사이론과는 달리 문항반응이론은 개별 문항마다 학생들의 능력수준별로 변별도 정보를 제공해주는 장점을 가지고 있다. 분석 결과, 양국 문항의 난이도에서는 큰 차이가 없었으나 변별도 분석에서는 문항특성곡선을 통해 난이도가 높은 일부 문항에서는 고전검사이론에서는 얻을 수 없었던 새로운 정보가 발견되었다. 특히 검사정보곡선을 통한 전체 문항에 대한 비교분석 결과, 한국 학생들에게 적용했던 TEL 20문항은 KAEE 문항에 비해 피험자의 능력에 대해 보다 많은 정보를 제공해주는 우수한 평가도구로 나타났다.

This study compares characteristics of two test items for high school student’s economic literacy developed by KAEE and CEE, which was administered in 2012 Korea. We focus to compare the results of item analysis by Classical Test Theory and Item Response Theory. Indexes derived from Item Response Theory have relative advantages in a sense that they suggest more detailed characteristics of each items through item characteristics curve and item information curve. Main results are as follows: First, item discrimination indexes from Item Response analysis show new information on the discrimination ability according to the student’s ability level. However, there are few differences in item difficulty analysis results between two theories. Second, comparative analysis between KAEE and TEL test through test information curve shows that TEL turns out to provide more information on student’s ability than KAEE test items.

본 논문에서는 2009년도 K 대학에서 실시한 적성전형에서 적성검사 문항들을 고전검사이론에 의한 문항분석을 하였다. 적성전형은 언어영역 20문항, 수리영역 15문항, 그리고 사고영역 25문항 등 총 60문항을 출제되며, 각 영역별로 출제된 개개의 문항에 대한 난이도, 변별도, 추측도 및 오답매력도를 얻었다. 또한 이러한 결과를 기초로 각 영역별로 출제된 문항들에 대한 문항 양호도를 분석하였다. 또한 영역별로 출제된 각각의 문항들이 적절하게 분류된 난이도, 변별도, 오답매력도의 범주들과 관련성의 정도를 알아보기 위해 다중대응분석을 실시하였다. 그 결과 영역별로 약간의 차이는 있었지만 모든 영역의 대부분 문항들이 난이도, 변별도 및 오답 매력도 지수가 낮게 나타났으며, 다중대응분석 결과에서도 대부분의 문항들이 '낮음'으로 분류된 범주와 관련성이 높게 나타났다. 또한 난이도와 변별도의 결과를 기초로 각 문항별 문항 양호도를 분석한 결과 대부분의 문항들이 양호도가 낮은 것으로 나타났다.

In this paper, we obtain the results of item analysis for an aptitude screening test by classical test theory. Item difficulty index, item discrimination index, and effectiveness of distractors et. al. are used for item analysis for all items. Here item difficulty index refers to how difficult a question is for the examinations and indicates the percentage of students tested who chose the correct response in the group. And item discrimination index refers to the ability of an item to differentiate among students on the basis of how well they know the material being tested. And the effectiveness of distractors is the percentage of examinees who get wrong answers in multiple choices. In this paper, we compute item difficulty, item discrimination, effectiveness of distractors for all items which has been tested at 2009 in K university using item analysis based on classical test theory. Finally, we provide a basic information who examiners of aptitude screening test can make good questions.

이 연구는 단위학교에서 총괄평가로 진행된 체육 지필평가를 고전검사이론과 문항반응이론의 3모수 로지스틱 모형을 적용하여 검사의 앙호도 및 차별기능문항을 탐색하고, 체육수업 개선의 정보를 얻는 것이 목적이다. 문항반응이론은 검사이론으로서 고전검사이론에 비해 다양한 장점이 인정되어 왔으나, 이론의 난해함과 적용에 요구되는 엄격한 기준으로 인해 학교 현장에서는 사용되지 않았다. 그러나 최근 학교 체육분야에서 여학생체육활성화가 이슈가 되면서, 차별기능문항의 개념이 주목받으면서 동시에 문항반응이론에 관심이 늘고 있다. 따라서 본 연구는 고등학교 1학년 학생 270명을 대상으로 시행한 단위학교 체육 지필평가 검사자료를 사용하여 내용 타당도, 신뢰도, 난이도, 변별도 및 검사정보함수를 살펴보고, 성별에 따라 다르게 기능하는 차별기능문항을 탐색하였다. 그 결과, 내용 타당도는 80%, 고전검사이론에 의한 신뢰도(Cronbach'a)는 0.736, 문항반응이론에 의한 신뢰도(marginal reliability)는 0.770으로 나타나, 비교적 양호한 검사인 것으로 판단되었다. 문항분석 결과 고전검사이론과 문항반응이론 모두에서 17, 22, 24, 25번 문항은 양호하지 않은 문항인 것으로 나타났다. 검사정보함수 분석 결과 피검자의 능력수준이 –2에서 0 사이일 때 가장 높은 검사정보를 제공하며, 남녀 집단간 차이가 존재하였다. MH방법과 문항반응이론의 문항특성곡선으로 차별기능문항을 탐색한 결과, 5, 11번 문항이 성별에 차별적으로 기능하고 있음을 확인하였고, 논의에서 성차별적인 교수학습과정이 그 원인임을 질적 분석을 통해 확인하였다. 결론적으로 본 연구는 문항반응이론의 엄격한 조건을 충족하지 않는 학교현장의 자료라 할지라도, 현장 교사들에게 고전검사이론과 함께 문항반응이론에 의한 문항 양호도 검증이 한층 다양하고 유용한 정보를 제공할 수 있음을 보여주고 있으며, 특별히 차별기능문항 분석을 통한 성차별적인 교수학습과정의 확인과 반성은 여학생체육활성화를 위한 체육수업 개선에 중요한 정보가 될 수 있음을 확인하였다.

The purpose of this study was to examine goodness of pencil and paper(P&P) test as a general evaluation in Physical Education(PE) applying classical test theory(CTT) and three-parameter logistic(3PL) model in item response theory(IRT). Participants completed P&P test in PE were 10th high school students(N=270). Using test scores, content validity, reliability, item difficulty, discrimination and test information function were examined. And differentially functioning item by the population difference between male and female were explored. Results showed that content validity was 80%, reliability coefficient was 0.736, and IRT's marginal reliability was 0.770. In both CTT and IRT, item number 17, 22, 24, 25 were not appropriate in terms of the discrimination power. Test information function indicated that examinees with ability level between -2 and 0 showed best score. Also, test information and Mantel-Haenszel method identified differentially functioning item (i.e., item number 5 and 11) indicating two items are in favor of male students. Generally, IRT provided a wider range of information than CTT, including test information and DIF using item characteristic curve. Discussions were provided in terms of the CTT using in schools traditionally and IRT for verification of goodness. And to conclude, this study is related with goodness applying CTT and IRT show lesson improvement and facilitating female student’s participation are helpful in PE.

본 연구는 간호대학생의 아동간호학 성취도 평가 문항의 분석을 위하여 고전검사이론(CTT)과 문항반응이론(IRT)을 적용하였다. 연구대상은 경북 소재 4년제 A대학에서 아동간호학을 수강하고 있는 간호대학생 총 88명이었다. 자료는 2024년 3월 12일부터 27일까지 2시간씩 총 6회의 수업 내용 기반의 40문항에 대한 평가 결과가 수집되었다. 이는 CTT와 IRT의 2-모수 로지스틱 모델(2PL)을 사용하여 jMetrik 4.1.1 프로그램을 활용하여 분석하였다. 연구 결과, 첫째, CTT에 따른 분석에서 19개의 쉬운 문항, 20개의 중간 난이도 문항, 1개의 어려운 문항으로 분류되었고, IRT에 따른 분석에서는 6개의 쉬운 문항, 34개의 중간 난이도 문항으로 나타났다. 둘째, 변별도 기준으로 CTT에서는 3개의 낮은 변별도 문항, 24개의 중간 변별도 문항, 13개의 높은 변별도 문항이 있었고, IRT에서는 5개의 낮은 변별도 문항, 20개의 중간 변별도 문항, 15개의 높은 변별도 문항으로 구분되었다. 셋째, CTT와 IRT를 비교한 결과, CTT에서는 쉬운 문항이 많아 전체 평가의 변별력이 낮아질 가능성이 있었으나, IRT에서는 중간 난이도 문항이 많아 평가의 신뢰성과 타당성이 높아질 가능성이 있었다. 본 연구는 CTT와 IRT를 활용하여 아동간호학 성취도 평가 문항의 분석결과를 제시함으로써 간호대학생의 아동간호 역량의 효과적인 평가 문항 개발을 위해 CTT와 IRT의 적용 가능성을 제안하였다.

This study analyzed the items for evaluating the achievement of pediatric nursing to apply CTT and IRT in nursing students. The study subjects were 88 nursing students taking pediatric nursing at a four-year university in Gyeongbuk. The 40-item data were analyzed using the jMetrik 4.1.1 program using a 2PL of CTT and IRT. As a result of the study, first, in the analysis according to CTT, it was classified into 19 easy items, 20 medium-difficulty items, and 1 difficult item, and in the analysis according to IRT, it was classified into 6 easy items and 34 medium-difficulty items. Second, based on the discrimination criteria, CTT had 3 low discrimination items, 24 medium discrimination items, and 13 high discrimination items, while IRT was classified into 5 low discrimination items, 20 medium discrimination items, and 15 high discrimination items. Third, as a result of comparing CTT and IRT, CTT had many easy items, which may have lowered the discrimination power of the overall evaluation, but IRT had many medium-difficulty items, which may have increased the reliability and validity of the evaluation. This study confirmed the possibility of applying CTT and IRT to develop effective evaluation items for the pediatric nursing competency of nursing student.

Purpose: The purposes of this study were to perform items analysis using the classical test theory (CTT) and the item response theory (IRT), and to establish the validity and reliability of the Korean version of pressure ulcer prevention knowledge. Methods: The 26-item pressure ulcer prevention knowledge instrument was translated into Korean, and the item analysis of the 22 items having an adequate content validity index (CVI), was conducted. A total of 240 registered nurses in 2 university hospitals completed the questionnaire. Each item was analyzed applying CTT and IRT according to 2-parameter logistic model. Response alternatives quality, item difficulty and item discrimination were evaluated. For testing validity and reliability, Pearson correlation coefficient and Kuder Richardson-20 (KR-20) were used. Results: Scale CVI was .90 (Item-CVI range= .75-1.00). The total correct answer rate for this study population was relatively low as 52.5%. The quality of response alternatives was found to be relatively good (range= .02-.83). The item difficulty of the questions ranged form .10 to .86 according to CTT and -12.19 to 29.92 according to the IRT. This instrument had 12-low, 2-medium and 8-high item difficulty applying IRT. The values for the item discrimination ranged .04-.57 applying CTT and .00-1.47 applying IRT. And overall internal consistency (KR-20) was .62 and stability (test-retest) was .82. Conclusion: The instrument had relatively weak construct validity, item discrimination according to the IRT. Therefore, the cautious usage of a Korean version of this instrument would be recommended for discrimination because there are so many attractive response alternatives and low internal consistency.

Purpose: The objectives of this study were: 1) to analyze Clinical Performance Examination(CPX) items using item response theory(IRT) and classical test theory(CTT) and 2) to discuss how to apply and interpret these results in order to improve the quality of CPX items. In addition, we intended to explore statistical procedures in order to merge examination data from several different medical schools. Methods: The subject of the study was the 2005 CPX examination data from 10 medical schools located in Seoul and the Kyunggi province. For merging data from ten different medical schools, Levene's test for homogeneity of variances was used. Homogeneous group selection was conducted based on ANOVA or Kruskal-Wallis' test and Tukey's multiple comparisons appropriately. The generalized partial credit model was applied to analyze polytomous items and the 2-parameter logistic model was used to analyze dichotomous items. Results: Data from 8 medical schools were incorporated into the analysis. The result of the discrimination index by IRT was different from that of CTT in both polytomous and dichotomous items. Discrimination index from IRT tended to be lower than that of CTT. Difficulty index of dichotomous items of two models was correlated well with each other. However, for polytomous items, IRT model provided more information than CCT. Conclusion: We discovered that the CPX items were mostly easy in terms of difficulty index, and the result from IRT and CCT model did not correlated well in the discrimination index. IRT may provide more detailed information for polytomous items, but the checklist and criteria of scoring system should be cautiously reviewed.

빈곤원인에 대한 대중의 인식은 그 사회의 맥락을 추측해 볼 수 있는 기제가 된다. 따라서 이를 정확하게 측정할 수 있는 타당화된 도구가 필요하다. 본 연구는 고전검사이론과 문항반응이론을 통해 빈곤원인 인식 척도의 타당도를 검증하기 위한 목적으로 수행되었다. 본 연구는 2019년 한국복지패널 14차 복지인식 부가조사에 참여한 2,207명을 분석하였다. 요인분석 결과 개인책임론, 사회구조책임론, 운명론으로 구성된 3요인이 적절한 것으로 나타났다. 응답자-문항 지도를 통해 모든 문항이 평균 이하의 능력수준을 가진 응답자에게만 기능하는 것을 확인하였다. 4점 척도는 적절한 것으로 나타났으며, 총 11문항 중 3문항이 일반가구와 저소득가구를 차별적으로 구별하는 기능을 갖고 있는 것으로 나타났다. 본 연구는 빈곤원인 인식 척도의 문항을 수정하고 개발하는 후속연구에게 유용한 의미를 제공할 것이다.

The popular perception of the attribution for poverty becomes a mechanism for inferring the context of the society. Thus, there is a need for a valid tool that can accurately measure it. This study was conducted to validate a perception of the attribution for poverty scale using CTT (Classical Test Theory) and IRT (Item Response Theory). The analyzed data were 2,207 participants who responded to the welfare attitudes survey of the 14th wave data of Korea Welfare Panel Survey (KoWePS) in 2019. Factor analyses revealed that classification as 3 dimensions of individualistic, structural and fatalistic explanations is appropriate. The person-item map showed that all items only function within the range of sub-average of person ability. The 4-point rating scale was proper and 3 of 11 items showed differentiated functions between ordinary-income and low-income of household. The implications of these results will be useful for modifying and developing items of poverty explanations in the following studies.

본 연구는 고전검사이론의 문항분석을 활용하여 사업평가지표의 질을 개선하고 향후 평가지표 개선에의 시사점을 제공하는 것을 목적으로 한다. 이를 위하여 다문화가족 자녀 언어발달지원사업의 평가지표에 대해 점수분포분석, 난이도 분석, 변별도 분석을 실시한 결과, 향후 평가지표 개선을 위해 평가기준의 상향 조정, 척도 구간의 재설정, 사업목표치를 고려한 평가지표 삭제, 가점 및 감점 지표의 배점 조정, 총점에의 설명량과 등급에의 설명량 일치하도록 조정하는 등의 노력이 요구되는 것으로 나타났다. 본 연구는 비교적 활용이 용이한 문항분석 이론을 적용하여 사업평가지표에 대한 타당도를 분석할 수 있는 절차와 방법을 제안하고 이를 실제 평가지표 개선에 적용해봄으로써 평가의 개선을 위한 실행가능성을 확보할 수 있는 평가지표 개선방안을 제안하였다는 점에서 의의가 있다.

The purpose of is study is to apply item analysis theory to improve the quality of program evaluation indicators. Item response distribution analysis, item difficulty analysis and item discrimination analysis were conducted on 12 evaluation indicators of Korean Language Development Service Program for Children from Multicultural Families. The item response distribution analysis showed most indicators were distributed negatively skewed. The item difficulty analysis showed 8 indicators out of 10 were very easy to get high score and the item discrimination analysis showed 8 indicators out of 12 were able to discriminate upper-level and lower-level significantly. Several suggestions to revise evaluation indicators were recommended.

이 연구는 한문 학습자의 오류 검사를 위한 검사 도구를 개발하고 검사를 시행한 후, 그 결과를 통계 분석하였다. 한문 학습 오류 검사 도구는 2007년 개정 한문과 교육과정에 따른 중학교 한문 교과서를 활용하여 지문과 답지를 구성하였다. 검사 문항은 오독, 오역, 오기의 영역과 하위 요소를 고려하여 35개를 개발하였다. 본 검사는 전국 18개 중학교와 고등학교를 표집하여 중1～고3 학생 1,660명을 대상으로 실시하였다. 검사 결과는 오독, 오역, 오기의 영역별, 문항별로 분석하였고, 응답자의 특성을 고려하여 통계적으로 검증하였다. 문항의 기술 통계치와 답지 반응률 등을 통해 응답자의 한문 학습 실태와 오류 특성을 파악하였다. 학생 변인에 다른 통계 검증 결과, 전반적으로 중학생보다는 고등학생의 오류가 적었으며, 한문 교과를 이수한 학생이 그렇지 않은 학생에 비해 오류가 적은 것으로 나타났다. 반면 사교육 여부와 한자 능력 자격 검정 자격증 소지 여부의 영향은 미약했다. 검사 결과를 바탕으로, 한문 학습자의 오류를 줄이기 위한 방안을 몇 가지 제안하면 다음과 같다. 첫째, 한문 독해를 위한 기초적 한문 문법 교육이 이루어져야 한다. 둘째, 지속적인 한자 쓰기 교육이 이루어질 수 있도록 교재를 구성한다. 셋째, 한문 학습 과정에서 개별 학습자의 한문 학습 오류를 파악해야 한다. 넷째, 오독, 오역, 오기의 대표적 사례를 교재에 제시하도록 한다.

In this research, we develop a testing tool for analysing learners’ errors and carry out an inspection. After that, the results were analysed statistically. With the utilization of classical Chinese text books published by the revised Classical Chinese curriculum in 2007, the tool is composed of text and answer sheets. The number of questions amounts to 35 considered by three sections, misreading, mistranslation, and misdescription, and subcomponents. The main test was conducted targeting 1,660 students from freshmen of middle school to seniors of high school with sampling 18 schools of the entire country. We analyse the results by each section and question, and verify statistically based on the respondents’ character. Through descriptive statistics and the response rate, we grasp the actual conditions of learning and the features of errors. According to the student variable, generally, errors of high school students are smaller in number than those of middle school students, and those students who completed the course in classical Chinese commit less errors than those who did not. On the other hand, whether they bought private education and have got certified or not did not seriously affect their errors. Based on the results, we suggest several ways to reduce their errors. First, grammar to read classical Chinese should be educated. Second, textbooks should be revised in order for students to learn Chinese character writing constantly. Third, learning errors of individual learners should be grasped in the process of learning classical Chinese. Fourth, specific examples of misreading, mistranslation, and misdescription should be revealed in the textbooks.

이 글의 목적은 고전 논술을 재검토하여 대학 교양 글쓰기 교육의 모델 형성의기초로 삼고자 하는 것이다. 고전 논술은 고등학교 교육과정을 벗어난다는 비판을받았다. 그것은 바로 대학 교양 글쓰기 교육의 수준에 활용될 수 있음을 보여준다. 고전 논술은 크게 <고전 제시문－현대 논제>, <고전 제시문－고전 논제>, <비고전 제시문－고전 논제>의 세 유형으로 나눌 수 있다. 이 세 유형은 문제 해결을 위해 수행되는 세 단계 과정에 대응하여 각 단계에 필요한 적절한 능력을 훈련시키는 교육적 의미를 가진다. 문제를 해결하기 위해서는 먼저 문제를 정확하게 인식하고(<비고전 제시문－고전 논제>), 다음으로 그 문제를 해결하기 위한대안들을 수집하여 검토해야 하며(<고전 제시문－고전 논제>), 마지막으로 선택된 대안을 적용하여 문제를 해결해야 한다(<고전 제시문－현대 논제>). 그리고이런 문제해결 능력을 기르는 것이 대학 교양교육의 중요 목표이기 때문에 고전논술을 재검토하여 대학 교양 글쓰기 교육에 적용할 필요가 있다.

I will reexamine the essay-writing test on the classical texts to applyto university writing. It was critiszed for being out of the highschool student’scapacity. For that reason, I think it can be applied to university writing. The essay-writing test on the classical texts covers three models :<classical text-contemporary issue>, <classical text-classical issue>,<contemporary text-classical issue>. These correspond to the threesteps in the problem-solving. First, we should recognize the nature of theproblem precisely, and <contemporary text-classical issue> correspondsto this step. Second, we should collect and examine the alternatives.(<classicaltext-classical issue>) Third, we should use the chosen alternative andtry to solve the problem.(<classical text-contemporary issue>)To develop the problem-solving competency is one of the mostimportant aims in university education, so it is necessary for the theessay-writing test on the classical texts to apply to university writing.

본 논문은 그간의 대입 국가고사, 즉 대학입학자격 국가고사(이하 자격고사), 대학입학예비고사(이하 예비고사), 대학입학학력고사(이하 학력고사), 대학수학능력시험(이하 수능)의 국어시험(수능은 ‘언어영역’)에서 고전시가의 출제가 어떻게 변천했는지 그 양상을 지문 구성 방식, 출제 비중, 출제 작품, 평가 내용 측면에서 살펴보았다. 지문 구성 방식의 변천 양상을 살펴본 결과, 자격고사는 고전시가 한 작품만으로 지문을 구성하는 방식을 사용했다. 예비고사는 고전시가와 국어사 자료를 결합하는 방식, 고전시가 한 작품만으로 지문을 구성하는 방식, 여러 고전시가 작품들을 결합하는 방식, 고전시가와 수필을 결합하는 방식 등 여러 방식을 사용하였다. 학력고사는 여러 고전시가 작품들을 결합하는 방식, 고전시가와 국어사 자료를 결합하는 방식을 주로 사용하였다. 수능은 여러 고전시가 작품들을 결합하는 방식, 고전시가와 수필을 결합하는 방식, 고전시가와 두 작품 이상의 현대시를 결합하는 방식을 주로 사용하였다. 고전시가의 출제 비중의 변천 양상을 살펴본 결과, 자격고사에서는 평균 7.1%의 비중을 차지했다. 예비고사와 학력고사에서는 각각 19.9%, 17.2%의 비중을 차지했다. 이를 순수한 고전시가만의 비중으로 보기는 어렵지만 다른 국가고사보다 높은 것만은 분명하다. 수능에서는 평균 6.4%의 비중을 차지했다. 대입 국가고사에서 출제된 고전시가 작품의 변천 양상을 살펴본 결과, 자격고사에서는 시조와 가사만 출제되었다. 예비고사와 학력고사, 수능에서는 고전시가의 거의 모든 갈래를 망라해서 출제되었는데, 시조와 가사 작품이 압도적으로 많았다. 모든 대입 국가고사 국어시험에서 출제된 <상춘곡>이 포함된 지문을 통해서 평가 내용의 변천 양상을 살펴본 결과, 자격고사, 예비고사, 학력고사에서는 문학사적 지식, 작품의 기초적인 내용 이해 능력을 평가하는 문항이 주류를 이루었다. 반면 수능에서는 문학 작품의 이해와 감상 능력을 본격적으로 평가했다.

This study was to explore changing trends of classical poetry in Korean language test of college entrance national exam in terms of the methods of collecting passages, the ratios of exam questions, works included in exam and contents of evaluation. The results of the analysis of the changing trends of the methods of collecting passages indicated that college entrance qualifications national exam employed only one work as passage, and college entrance preliminary exam used some methods of 1) integration of classical poetry and Korean language historical materials, 2) employing only one work as passage, 3) integration of some classical poetry themselves, 4) integration of classical poetry and essays, and so on. They also showed that college entrance achievement test mainly employed the methods of 1) integration of some classical poetry themselves, 2) integration of classical poetry and Korean language historical materials. And they showed college scholastic ability test(CSAT) used some methods of 1) integration of some classical poetry themselves, 2) integration of classical poetry and essays, and 3) integration of classical poetry and modern poetry. This study investigated the ratios of the exam questions of classical poetry in each national exam. The results showed 1) college entrance qualifications national exam: the mean of 7.1%, 2) college entrance preliminary exam: 19.9%, 3) college entrance achievement test: 17.2%, and 4) CSAT: 6.4%. The results of changing trends of literary works included in exam showed that college entrance qualifications national exam only dealt with Si-jo and Ga-sa. They also showed that college entrance preliminary exam, college entrance achievement test, and CSAT included almost every genre, and especially they dealt with Si-jo and Ga-sa extremely many times. In addition, this study explored the contents of evaluation through the passages including Sangchoongok in all types of college entrance national exams. The results indicated that college entrance qualifications national exam, college entrance preliminary exam, and college entrance achievement test mainly dealt with exam questions of literature historical knowledge and fundamental understanding about literary work, but CSAT mainly dealt with deep understanding and appreciating ability of literary work.

This paper considers a meaning of modern academic history which the relevant skills of Korean poetry includes in Bibliographie Coréenne(1894) by Maurice Courant (1865~1935). Mainly focused on the relevant records of Korean poetry of Courant, this paper examined how Courant developed a list of contents in Korean poetry. That is, it was about to empirically consider the western and eastern references of argument that he consulted. Through this research process, it was to restore the performative context which Courant produced modern knowledge as a literature through Korean poetry in the late 19th century. Courant designed total viewpoint of Korean poetry by three parts such as Chinese poem published in Korea, poetry written in Chinese and in Korean by Koreans. Courant’s theory of Korean poetry composed Korean poetry which was not known to the western. Through the records of Koreans such as a Korean book, Daedongwoonbugunok(『大東韻府群玉』), he included cultural exchanges between Korea and China, Chinese poetry published in Korea and poetry of Korea written in Chinese to his book, Bibliographie Coréenne. Besides, in difficult circumstances of approaching to poetry written in Korean by Koreans, he could include poetry of Korea written in Korean as a part of Korean poetry through site investigations and oral interviews. However, in a process of composing total viewpoint of Korean poetry, the most difficult challenge he faced was an ultimate gap between modern knowledge as ‘literature’ and poetry enjoyed in Korea. That is, in composing poetry written in Chinese, limitation of a challenge itself to select Korean poems composed only by ‘Chinese poems’ and to reorganize poetry written in Korean which were undifferentiated to music into a literature text were already disclosed. Ultimately, Courant could not build poetry of Korea written in Chinese letters differentiated to poetry of China, and he could not identify the original rule in the poetry written in Korean.

This paper explored item difficulty, item discrimination, and item-fit information on the 30 dichotomously-scored attributes of a writing test, using classical testing theorem, Rasch simple logistic model, and 2-parameter logistic model. 251 pre-service English teachers participated in a 50-minute argumentative essay writing test. Their essays were rated by experts who referred to the empirically-based and binary-choice rubric. The findings show that ‘concreteness and appropriateness of the supporting ideas tied to topic sentence’ was the most difficult item. Attributes related to appropriate vocabulary and grammar use usually showed a high discrimination index. Finally, all attributes except for ‘the proper use of tense’ were within in-fit range. This study reminds that further studies which employ fine-grained psychometric analyses on the writing test items are warranted.

日本国際交流基金及び日本国際教育支援協会は、1984年から日本国内及び海外で日本語を母語としない外国人を対象に、日本語能力を測定し認定することを目的とした日本語能力試験(JLPT)を実施している。 JLPTの日本留学、就職の最小カットラインはN1であり、これは日本の平凡な高校2-3年生の水準とみなす。N1は180点満点であるが、最小カットラインは100点であり言語知識、読解、聴解、各領域ごとに60点満点のうち少なくとも19点以上を取らなければ合格にならない。 しかし、実際に日本企業に就職するには150点以上の高得点の方が有利である。150点以上の高得点を取得するためには、日本古典文法に関する知識があった方が有利である。大学で日本語を先行する学生すら古典文法が難しいと考える韓国の学生は多いが、古典語は云わばすでに死んだ言語でありこれ以上の変化はないので、むしろ現代語よりも習得しやすい面がある。さらに、日本の小学校の国語教科書でも、主要古典文学作品を原文で提示している状況である。現代語の中で定型的表現で、やや硬い表現であっても、古い日本語を知ることは興味深く必要な学習と思われる。実際にこのような古典的表現は新聞や標語、時代劇ドラマ、さらにアニメなど様々な場面で登場している。これらを活用して古典文法を説明するのも良いが、これらの表現文型が用いられた代表的な日本古典文学作品とその現代語翻訳を利用すれば、大学の日本語専攻学習者が日本語を越えて日本文学さらに日本文化をもう少し深く知るきっかけになるだろう。 故に本稿では、日本語能力試験N1の表現文形が日本の古典文学作品でどのように登場するかを調べ、実際に大学講義で文学教材を利用し日本語高級能力を向上させるためにどのように活用した方がいいのかを考えてみたいと思う。

Since 1984, the Japan Foundation and the Japan Educational Exchanges and Services have been administering the Japanese Language Proficiency Test (JLPT) to measure and certify the Japanese language proficiency of foreigners in Japan and overseas whose native language is not Japanese. The minimum cutoff for studying abroad or finding employment in Japan on the JLPT is N1, which is considered the level of an average second or third year high school student in Japan. The maximum score for N1 is 180 points, but the minimum cutoff is 100 points, and in order to pass, you must get at least 19 points out of a total of 60 points in each area of ??language knowledge, reading comprehension, and listening However, in order to actually get a job at a Japanese company, a high score of 150 or more is advantageous. In order to get a high score of 150 or more, knowledge of classical Japanese grammar is advantageous. Many Korean students, even those who study Japanese at university, find classical grammar difficult, but classical languages ??are, so to speak, dead languages ??and have not undergone any further changes, so in some ways they are easier to learn than modern languages. Furthermore, even in Japanese elementary school textbooks, major classical literary works are presented in their original language. Even if old Japanese is a set expression in modern language and somewhat stiff, it is an interesting and necessary study to know it. In fact, such classic expressions appear in a variety of settings, including newspapers, slogans, period dramas, and even anime. Therefore, in this article, I would like to examine how the expressions and sentence patterns used in the JLPT N1 level appear in classical Japanese literary works, and consider how to utilize literary materials in actual university lectures to improve advanced Japanese language proficiency.

Objectives The purpose of this study was to analyze the questions in the ‘classical poetry’ area in the Korean Language Department Secondary Teacher Appointment Test (2002-2024), and to suggest what direction to proceed in the future. Methods Questions in the classical poetry area were extracted from the Korean language department secondary teacher appointment test questionnaire and analyzed ‘tendency’ and ‘type of question’ based on the direction and principles of questions provided by the Korea Institute for Curriculum and Evaluation. Results The tendency of the questions could be divided into three main categories. First, there was a great tendency to consist of 2-3 passages only within the classical poem. Second, there was a bias in the classical poem section that is presented every year. Third, there were many cases where the works that were presented reappeared in different forms with similar content. The types of questions were analyzed by dividing them by period. First, in the 2000s, there was a great tendency to write questions by memorizing knowledge or content about the work. Second, questions before and after 2010 were presented focusing on knowledge of literary history and understanding and analysis of works. Third, the written questions from 2014 to the present are presented to allow objective evaluation as much as possible, and the narrative questions are presented in the direction of analysis, reasoning, synthesis, and evaluation based on data. Conclusions Based on the analysis results, four directions for the future classical poetry appointment test are proposed. First, it is necessary to expand the scope of complex passages in classical poetry. Second, reduce the deviation of the frequently asked branches, and evenly present the branches of oral literature, Korean literature, and Chinese literature. Third, develop questions to measure more diverse and higher-order thinking. Fourth, the questions are presented so that the essence of the classic poem, “a poem” and “a song (歌)” can be confirmed or realized.

이 논문은 문학치료를 위해서 자기서사진단검사도구가 왜 필요하고, 자기서사진단검사도구를 개발하기 위해서는 어떠한 과정을 거쳐야 하며, 자기서사진단검사도구를 개발하는 것과 관련하여 고전문학의 연구와 교육에 어떠한 새 지평이 열리는지를 가늠해 보고자 하였다. 논의 결과는 다음과 같다. 첫째, 자기서사진단검사도구는 그저 있으면 좋은 것이고 없어도 별 지장이 없는 정도의 것이 아니라, 만일 자기서사진단검사도구가 개발되지 않으면 문학치료가 독립적이고 독자적으로 발전할 수 있는 기반이 없어진다. 둘째, 자기서사진단검사도구를 개발하기 위해서는 자기서사의 전모를 파악해야 하는데, 이를 통하여 고전문학의 연구와 교육에서 장르중심적 관심은 서사중심적 관심으로 바뀌게 된다. 셋째, 자기서사진단검사에 필요한 척도를 마련해야 하는데, 이로써 고전문학의 연구와 교육에서 가치중립적 관심은 가치평가적 관심으로 바뀌게 된다. 넷째, 효율적인 자기서사진단검사도구의 형식을 개발해야 하는데, 이로써 고전문학의 연구와 교육에서 해석중심적 관심은 창작중심적 관심으로 바뀌게 된다. 다섯째, 임상실험을 통한 검증과 보완 과정을 거쳐야 하는데, 작품중심적 관심은 인간중심적 관심으로 바뀌게 된다.

The purpose of this paper is to examine the utility of the epic of self test, the process of developing the epic of self tes, and new horizon of the research and education of korean classical literature. The results of this paper are as follows. First, the epic of self test is essential for the development of literary therapy. Second, with grasping the whole aspect of the epic of self for developing the epic of self test, genre-centered interest is changed to epic-centered interest in the research and education of korean classical literature. Third, with equipping the criterion of the epic of self test, value neutral interest is changed to value judgement interest in the research and education of korean classical literature. Fourth, with developing the proper forms of the epic of self test, interpretation-centered interest is changed to creation-centered interest in the research and education of korean classical literature. Fifth, with clinical demonstration for verification and complement, work-centered interest is changed to human-centered interest.