Abstract
This study analyzed the high school reading subject''s remarks of academic record, to derive problems in reading subjects assessment, and presented improvements in terms of assessment design and reporting of assessment results. To this end, the concept, context, and function of the reading subject''s remarks of academic record were considered to analyze the specificity and problems. For the analysis of the actual condition, this study collected 508 reading subject''s remarks of academic record written between 2019 and 2020 from four high schools in region A and B and conducted text mining to analyze noun frequency, log odds ratio, tf-idf, and bigram. Based on this, an entity presented a plan to improve reporting as follows: First, the design of standard based reading assessment with guaranteed validity is required. Second, we present a method for reporting reading assessment results that discriminate the level of achievement. Finally, this stud proposes conditions for practice at school site.
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