The study aims to examine the characteristics of educational achievement through an in-depth item analysis using the distribution curves of the response rates by scores. All multiple-choice test items of the middle school National Assessment of Educational Achievement(NAEA) from 2010 to 2014 were analyzed and the distribution curves of the percentages of students responding to the correct and incorrect answers were produced for a close investigation. Also, an analysis of the respective response characteristics with visualized data was made and the features of educational achievement and implications were suggested through the conferences of experts. In Korean subject, a total of 140 multiple-choice test items were carefully selected, and 4 items, 1 for each 4 assessment area (listening, speaking, reading, grammar, literature), were chosen to make an item analysis. The implications from the results were concluded as follows: first, additional qualitative analysis on students’ responses to each option is required to verify the findings derived from the current study. Second, in grammar, usual and middle-long term teaching-learning is necessary in order to enhance the language recognition, norms, and new items which altogether make students’ level distinguishable based on their ability. Third, in literature, teaching and learning strategies for improving students’ abilities to interpret and understand studies in Korean literature should be provided, especially for students below the Proficient level. Teaching-learning measures may help gradually learners to develop the level of appreciation in literature, and also understand works in literature by using an individual (or a group of) work where same contents and structures should be introduced. These findings can lead implications on how to improve the national curriculum as well as teaching and learning methods in Korean subject.
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Aug 1, 2016
김세서리아 
Open Access
