절대평가 도입 후 수능 영어 듣기 및 읽기 지문의 난이도 비교: 통사적 복잡성, 소재, 이독성을 중심으로

• Published in: Multimedia-Assisted Language Learning Vol. 23; no. 3; pp. 206 - 232
• Main Authors: 정요한, Jeong Yo Han
• Format: Journal Article
• Language: Korean
• Published: 한국멀티미디어언어교육학회 30.09.2020
• Subjects: absolute grading; corpus analysis; criterion-referenced evaluation; difficulty; domain; KSAT; L2SCA; readability; syntactic complexity; 영어와문학
• ISSN: 1229-8107; 2982-7302
• DOI: 10.15702/mall.2020.23.3.206

As an absolute grading scale was implemented on CSAT (College Scholastic Ability Test), it is entirely necessary that each test be consistent in the level of difficulty. This study assessed the difficulty level of each listening and reading passage in CSAT conducted over the recent three years, focusing on the syntactic complexity and the domains where more studies are required. Furthermore, the readability referring to FRE, FKGL, and GFI, which is the most widely used method to assess how difficult it is, was also applied for the assessment. The readability was aimed to compare the difficulty level of CSAT’s passages with that of EBS prep books’ for they have been propounded to affect the difficulty level of the CSAT texts by the precedent research. The following shows the results: First, the 14 measures of syntactic complexity did not demonstrate any difference in CSAT passages that were given each year. Next, no difference in difficulty level was observed in the aspect of the domains where hypothetical scores are given. Finally, there was no significant yearly variance in passages of CSAT and EBS prepbooks, and the interaction between them was not found as well.