Earticle

This study aims at extracting the error questions and clarifying to notable points of reading questions with regard to the degree of difficulty and discrimination of TOPIK(Test of Proficiency in Korean) levels. This study is the first to analyze 30 question items per level, which are classified by selective type based on the answers of the 21th and the 22th TOPIK using the Classical Test Theory and Item Response Theory. As the result of analyzing the answers, this study suggests increasing question difficulty in the novice level and expanding the degree of discrimination in the advanced level. The object data used in analysis of the answers of the 21th and the 22th TOPIK in the area of reading are 1 question item from the novice level, 10 from in the middle level, and 17 from the advanced level. Each question included was below .64 in the low degree of discrimination. As the result, 5 items had problems. The first principle of making these questions is that the text should satisfy the purpose of the exam and it should include only one topic sentence. Secondly, the content and the words used in the ansxer sheet should be given correctly.

본 연구의 목적은 초등학교 5학년 학생들이 가장 어려워하는 연산 중 하나인 분수 연산 관련 서술형 평가 문항에서 나타내는 연산 능력과 오류 유형을 살펴봄으로써 초등학교 현장 에서의 분수 연산에 대한 시사점을 제공하고자 한다. 연구 결과, 연구참여자들은 분수의 덧 셈과 뺄셈 연산 보다 분수의 곱셈 연산 능력이 낮게 나타났다. 또한 서술형 평가 문항에 다 양한 오류 유형이 나타났는데, 연산 능력별 차이에서는 상 집단 학생들은 ‘풀이 과정의 비 약’, 중 집단과 하 집단에서는 모두 ‘문항 이해의 오류’로 나타났다. 분수의 덧셈과 뺄셈에 대 한 연산 능력은 분수의 곱셈 연산 능력에 영향을 주는 것으로 나타났는데, ‘문항에 대한 이 해’와 ‘풀이 과정에 대한 이해’에서 나타난 오류가 곱셈 연산 능력에 가장 큰 영향을 주는 것 으로 나타났다.

This study examines relations between the 5th graders' fraction operation skil ls and error types on constructed-response items. As results, first, the participa nts have lower fraction operation skills on ‘multiplication of fraction’ than ‘additi on and subtraction of fraction'. Second, the participants have different error type s depend on their constructed-response items. Most of error types which group with high ability made was ‘leap of solving process’, both groups error type wit h medium ability as well as low ability is ‘misunderstanding of questions’. Thir d, the operation skills on ‘addition and subtraction of fraction' have an influence on their operation skills on ‘multiplication of fraction’, and error types of 'unders tanding of questions' and 'understanding of solving process' have the most effe cts on the influence.

This study aims at extracting the error questions and clarifying to notable points of reading questions with regard to the degree of difficulty and discrimination of TOPIK(Test of Proficiency in Korean) levels. This study is the first to analyze 30 question items per level, which are classified by selective type based on the answers of the 21th and the 22th TOPIK using the Classical Test Theory and Item Response Theory. As the result of analyzing the answers, this study suggests increasing question difficulty in the novice level and expanding the degree of discrimination in the advanced level. The object data used in analysis of the answers of the 21th and the 22th TOPIK in the area of reading are 1 question item from the novice level, 10 from in the middle level, and 17 from the advanced level. Each question included was below .64 in the low degree of discrimination. As the result, 5 items had problems. The first principle of making these questions is that the text should satisfy the purpose of the exam and it should include only one topic sentence. Secondly, the content and the words used in the ansxer sheet should be given correctly.

English education in Korea is actively utilizing classes that combine various techniques and platforms, away from textbook-oriented classes. In line with these changes, Kahoot! which is an educational game-based application has started being used in classes. Kahoot! has a special function that leads students to create question items on their own, and the process of making question items allows them to actively promote interaction and cooperation. Moreover, Kahoot! application is suitable to enhance understanding of the story. With the use of Kahoot! and stories for teaching English reading and writing in the elementary English class, the purpose of the study is to analyze the nature of question items students created by using Kahoot! and also investigate their pre- and post-writing in order to find out whether experience of solving question items influences error correction in their writing. The participants of the study were twenty fourth-grade students in an elementary school. The findings of the study revealed that students are more likely to immerse themselves in learning settings while they actively create question items. Seven types of question items were found, which encompass items questioning about content of a story, meaning of words or phrases, spelling, background knowledge, author, illustration, and fun. In addition, using Kahoot! application made improvements in appreciation of a story and writing skills among students. The study has significance in that it confirmed Kahoot! application can be an effective tool for elementary English reading and writing classes.