우리나라의 PISA 2012 읽기 결과에 대한 국제 비교 분석1)

Abstract

The purpose of this study is to analyze Korean students’ reading achievement characteristics and to draw implications for better reading education in schools through comparing the study results of three top level countries, Korea, Singapore and Japan, in the PISA 2012 reading results. This study seek to discover Korea students’ characteristics in reading achievement by comparatively analyzing the results from Korea in PISA 2012 to those of Singapore, Japan. As a result, the rate of high-level(level 5 and level 6) Korean students was relatively low compared with those of Singapore and Japan. In particular, the students rate of the highest level(6 level) had the lowest among three countries. In addition, as shown in analysis according to sub-elements in reading assessment framework, the Korean students ranked little bit low rate of correct answers in “public and occupational” reading situations and “argumentation and instruction” in text types at the rate of correct answers. And they had relatively low rate of correct answers at “reflect and evaluate” related in “aspect,” which means the cognitive process occurring in reading. From the results of “effect size,” similar results from t-test was discovered. Therefore, when Korea refers to PISA reading assessment framework seeking capacity assessments, it could be possible to learn differences between Korean current reading education and reading education emphasizing relations with real-life and to examine critically how appropriate it is.