대학생 영어 능력 평가를 위한 수준설정 사례 연구

다국어 초록 (Multilingual Abstract)

This study applied a standard setting method for determining cutoff scores for university students’ English proficiency tests, which are criterion-referenced tests, conducted at universities and explored the application of this approach for enhancing the effectiveness of general English education at different levels. To differentiate students’ proficiency levels, the study used the cutoff scores determined by the Angoff method based on the English proficiency test items used for sub-divisions of general English courses at University A. University A conducts its sub-division classes in three proficiency levels, and, accordingly, this study employed level determination based on the three performance level descriptions(PLD). The results of the Angoff standard setting indicated that, as rounds of discussion progressed, the panel members tended to make decisions in favor of raising the cutoff scores, and the standard deviation of the cutoff scores estimated by the panel members tended to decrease demonstrating a narrowing of opinions among the panel members. However, it was confirmed that the estimation tendencies of specific panel members could influence the overall standard deviation, and, therefore, guidelines are needed to control such bias in future standard settings. The application of the cutoff scores determined through standard setting to assess students' English proficiency levels showed a difference in the distribution of level-based classes from what is currently being conducted at University A. This suggests that, for universities using fixed cutoff scores to divide classes into proficiency levels, the standard setting is necessary to ensure the appropriate division of level-based classes.