學習支援對象學生의 읽기 能力 伸張을 위한 選擇形 評價의 再照明과 活用 方案 –高等學生을 中心으로–

초록

To enhance the reading competence of high school students who require learning support, this study reexamines multiple-choice assessments and proposes practical strategies for their application in school settings. Such students face various challenges in educational settings; in the reading domain of the Korean language curriculum, due to their inherent characteristics, multiple- choice assessments may offer clues for addressing these challenges. Despite ongoing criticism and reflection, multiple-choice testing remains one of the most common and realistic assessment methods in Korean language education. In particular, when applied to students who require learning support, such assessments in reading provide significant educational advantages due to their accessibility and the flexibility they offer for analysis and utilization. However, such assessments also have limitations, as they are often regarded as distant from the fundamental goal of Korean language education, that is, enhancing language use competence. Therefore, this study analyzes the characteristics of students requiring learning support and explores the strengths and limitations of multiple- choice assessments in the Korean reading domain. Accordingly, ways to improve and utilize multiple-choice assessments to foster the reading competence of these students are proposed. The hope is that the findings will contribute to promoting the reading abilities of students who require learning support.

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