한국어 듣기와 읽기 평가 세부 정보 파악하기 문항의 선택지 제시 방법 연구

Abstract

This study examines how the method used to provide answer options for multiple choice questions in listening and reading tests of the Korean language affects test results by focusing on the questions that involve understanding specific information. In this study, 160 foreign undergraduate students took Korean listening and reading tests. For the evaluation, ten multiple choice questions that involved understanding specific information were selected from each of the listening and reading examinations of the intermediate-level Test of Proficiency in Korean. The answer options were provided in two different ways: the first was according to the length of each sentence, and the second was according to the order in which information was provided. The results showed that the listening test was more strongly impacted than the reading test by the composition of the answer options. In the case of the listening test, in particular, results were better when the answer options were listed in the same order as the information was provided in the passage than when listing the options according to the length of each sentence. Advanced learners’ results did not vary for the reading test, regardless of the way the multiple answer options were provided. However, the listening test showed different results depending on how the answer options were listed. Intermediate learners showed different test results depending on the listing method of the answer options in both listening and reading tests, but the difference was more prominent in the former. Based on the results above, this study suggests that listing the multiple answer options according to the order in which the information was provided to the participant in the passage is more effective for measuring the learners’ own ability to understand Korean.