Linguistics

TEPS의 개정 배경과 기초연구

전희성1,, 권혁승1, 송미정1, 박찬호2, 이영미1, 이용원1
Heesung Jun1,, Heokseung Kwon1, Mi-Jeong Song1, Chanho Park2, Youngmi Lee1, Yong-Won Lee1
Author Information & Copyright
1서울대학교
2계명대학교
1Seoul National University
2Keimyung University
Corresponding Author : hsjun@snu.ac.kr

* 본 논문은 개정 TEPS 연구보고서(Kwon et al., 2018)의 한 장을 수정⋅보완한 논문임을 밝힘.

ⓒ Copyright 2018 Language Education Institute, Seoul National University. This is an Open-Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Published Online: Nov 01, 2019

ABSTRACT

Since the first administration of the TEPS in 1999, there have been many important changes in the field of language teaching and assessment. The emergence of new information and communication technology has drastically changed the ways we communicate. This has made it necessary to re-conceptualize the construct of English language proficiency. To respond to such needs and to TEPS test takers’ feedback that had accumulated for more than 15 years, a series of research projects was undertaken to revise the TEPS during the years of 2016-2018. Major changes included a reduction in the number of items and testing time and the addition of new item types (e.g., testlets) and more authentic passage formats (e.g., e-mails, instant messages, online newspaper articles). This paper introduces the background to how the decision to revise the TEPS came to be made and describes the rationale behind the revision of the TEPS test blueprint and specification.

Keywords: revised TEPS; test revision; needs analysis; theoretical justification

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