| 1. Test Purposes |
- To place students into
the appropriate level of Korean language class (annual enrollment
in Korean: approximately 1000 students at UCLA)
- To serve as an assessment
tool for an exit exam for foreign language requirements
- To provide more flexible
and frequent scheduling
- To measure differences
in Korean language proficiency between heritage and non-heritage speakers.
- To implement the resulting
curriculum and material development.
|
| 2. Description of TLU domain
& Task type |
- Syllabus-based definition
- Real-lifes situation
which students may encounter in the context of contemporary Korean
culture. The examples of TLU situations will include phone message,
public announcement, advertisement, newspaper, academic text, daily
conversation, academic lecture, academic reading text, etc.
|
| 3. Characteristics of Test
Takers |
- Ethnic background: The
majority of test takers are from Korean-ethnic backgrounds.
- Test Takers' purposes
of taking the test: - To be placed into an appropriate Korean class
- To be exempted from fulfilling foreign language requirements (More
than half of test takers were exempted in 1998 academic year)
- Linguistic background:
disparity between oral skills and literacy skills
|
| 4. Definition of Construct |
- Syllabus-based construct
definition
- To measure ability to
perform meaningful communicative tasks in contemporary Korean
|
| 5. Test Item Types |
| Listening |
Usage |
Reading |
Composition |
- Multiple Choice
- Short answer
- Conversation- completion
|
- Multiple Choice
- Open-ended
- Cloze Type
|
- Multiple Choice
- Short answer
- Summary
|
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| 6. Plans for evaluating
usefulness of the test |
- Reliability: Reliability
will be estimated both quantitatively and qualitatively.
- Construct Validity: We
will analyze the syllabus of Korean program and also TLU tasks.
- Authenticity: The correspondence
between Target Language Use tasks and Test Tasks and test takers'
& teachers' perception on authenticity will be investigated.
- Interactiveness: We will
examine to what degree test takers' topical knowledge, language ability,
metacognitive strategies, and affective response are involved through
all the procedure of test development.
- Impacts: Feedback will
obtained by asking teacher and test takers after the test. In addition,
we will collect an information in regard to the impact on Korean program
and other education system.
- Practicality: Human resources
and material resources will be allocated according to pre-specified
plan.
|
| 7. Inventory of available
resources and plan for their allocation and management |
- Personnel (Test developers,
Test writers, Editors, Raters, Administrator, Computer technician)
- Space (Test development,
Test administration)
- Equipment(computers with
internet access, headsets)
|
| 8. Implication and Future
Implement |
- The test result and data
analysis will be used to enhance the Korean language education at
a college-level
- Test takers in the future
can be extended to include Korean/English bilingual teachers (180
teachers in the LA Unified School District) and prospective Korean
teachers
- The Korean placement
examination will serve as a measurement tool for standardizing a curriculum
goal for the Korean textbook Integrated Korean (total 12 volumes from
beginning to advanced to level, used more than 30 universities/college
in the US.)
- The Korean examination
will be used as a basis for designing and developing a computer-based
Korean proficiency test for Korean American students in the LA Unified
School District
- The test results will
enable us to have better student-profile.
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