중등영어 임용시험의 1차 시험 분석: 2016~2017학년도를 중심으로

Abstract

The purpose of this study is to analyze the test items for the Secondary School English Teachers’ Employment Examination (SETEE) conducted between the years 2016 to 2017. To achieve this purpose, this study investigated the SETEE with respect to pedagogical content knowledge, test usefulness, corpus and readability. This study yielded four significant results. First, the percentage of test items regarding English education was slightly higher in 2016 than the standard set by the Korea Institute for Curriculum Evaluation (KICE). However, the number of test items and distribution of scores allocated to four majors was well balanced in 2017. Second, regarding pedagogical content knowledge, there were no test items on the second language acquisition and ICT teaching method in 2016 and 2017. Further, there were no test items regarding semantics in 2017. Third, the test items regarding English education and general English had higher construct validity than the test items regarding linguistics and English literature. In terms of authenticity and interactiveness, the test items regarding the four subject areas were authentic in that they were related to real classroom situations, and they had high interactiveness, notwithstanding the test items regarding linguistics. Finally, according to corpus-driven and readability analysis, the quantity of total words on the examination has increased year by year from 2014 to 2017, while the difficulty level has decreased. It is hoped that the results of this study can be useful to continue developing a high quality English teachers’ examination.