Write all answers in English.
3. Read and follow the directions. [35 points]
A third-grade high school English teacher, Ms. Park, wanted to diagnose students’ speaking ability and decided to
use picture description as a performance assessment in her class. Ms. Park developed a scoring rubric and rating
scales to evaluate students’ performances. Then students were given a series of pictures and asked to describe them
for three minutes as fully as possible. However, her head teacher, Ms. Yoon, commented on the initial scoring
rubric and Ms. Park revised it. The following are pictures, transcripts of two students’ picture descriptions, and Ms.
Park’s initial and revised scoring rubrics in tables.
peech Transcripts
<Jitae>
A family of three, uh, playing badminton.. erm.. on beautiful
sunny day. It also look like, uh, they have set up, set up a tent
and picnic in mountains. Wh.. Whi.. While they are away playing
badminton, a e:r the:: dog, maybe a st.. st.. stray:: dog find their
picnic and steal some food. The dog, dog runs away with a (0.8)
sandwich in mouth. As soon as they come back to the camp
site::, the family shocked to see the picnic, well, you know,
ruined. He is:: hmm.. they obviously had, hmm, no idea what
is going on. Then, after (1.2) packing up, I think, they head
home? or motel, I mean, a place to stay. You can see people
have, like, depressing:: erm depressed faces. To make things::
worse, it is getting dark. Th.. The.. Their car is still in the
mountains.
<Mina>
I, er, I see happy family. hmm.. Father? Son? Some people::
people are playing (3.1) outside, at ground. Two e:r children::
playing with something like b.. ball. Big guy look at a boy and
girl:: He is sitting on the chair. Oh, there is animal, one animal
(2.4) a (2.0) dog or? (3.8) A big tent is open. It come in the
mountain, oh from:: the mountain? and run to the home. And
dog try, tries to get some food and e:r eating that later. They
are very (3.2) su.. sur.. surprised. Girl is angry. They? are angry.
They have nothing to eat (2.9) no sandwiches or kimbab for
the camping? He want to go home soon. It is dark e:r outside.
(0.5) They take the.. the.. their car and are:: going back.
* Transcription Convention
(0.8) - Interval between utterances (in seconds)
e:r, the:: - Lengthening of the preceding sound
<Table 1> Ms. Park’s Initial Scoring Rubric
Jitae Mina
Excellent Good to Fair Needs Work Excellent Good to Fair Needs Work
Pronunciation ○ ○
Grammatical Accuracy ○ ○
<Table 2> Ms. Park s Revised Scoring Rubric
Jitae Mina
Excellent Good to Fair Needs Work Excellent Good to Fair Needs Work
Pronunciation ○ ○
Grammatical Accuracy ○ ○
Fluency ○
Cohesion ○
Vocabulary ○ ○
3-1. Answer the following questions.
First, Ms. Park’s initial scoring rubric in <Table 1> has a big problem regarding the principle of validity. Among
content, construct, criterion, and face validity, select the one that is under the greatest threat; explain why it has
a problem in terms of the definition of the validity concerned; and explain why using the test results from <Table 1>
would be problematic in one paragraph. Second, two ratings are missing in <Table 2> (“Fluency” for Jitae and
“Cohesion” for Mina). In another paragraph, write your ratings of their performances based on the transcripts along
with a rationale for your ratings with a specific example from each transcript. [17 points]
3-2. Read the following context and answer the questions.
Context
Ms. Park recognized Jitae’s problem regarding the third-person singular subject-verb agreement after reviewing his
speech sample from the performance assessment. Then Ms. Park had a conference with Jitae. She found that, in the
first grade of middle school, Jitae was explicitly taught how to put -s at the end of verb stems and then practiced the
subject-verb agreement through transformation exercises (e.g., run → runs). Since then, Jitae has been exposed to the
grammatical morpheme through reading materials but has not been given chances to use the form in conversation. After
checking up on Jitae’s knowledge, Ms. Park was convinced that he still retained the grammatical knowledge about the
rule. In the classroom, however, Ms. Park has observed Jitae making the same errors frequently in conversation.
First, in terms of both the cognitive and the sociocultural approach of second language learning, in one paragraph,
describe a problem associated with the teaching method through which Jitae learned the third-person singular subject-verb agreement. Second, in another paragraph, discuss how to apply one technique/task for the cognitive approach and one for the sociocultural approach in the classroom, explaining why the technique/task selected for each approach would
help Jitae correctly use the target grammatical morpheme in conversation. [18 points]
4. Read the following and write an essay. [15 points]
[Situation]
School A in a local city has been requiring its students to participate in supervised night self-study. A neighboring
school, School B, is also considering implementing the same program. School A’s administration conducted a survey
of its students to compile a list of pros and cons about the supervised night self-study. School A then passed on the
survey’s results to School B. School B’s principal will ask teachers to consider the results of the student survey and
decide whether or not the new policy of supervised night self-study will be beneficial to the students. As a teacher
working at School B, take a position for or against the policy by considering the following pros and cons gathered
from the survey.
* supervised night self-study: the program in which under a teacher’s supervision
students study by themselves in the classroom until late at night
KEY EXPRESSIONS
<Pros>
1. Motivating study environment
2. More effective use of study hours
3. Less money being spent on private education
<Cons>
1. Less free time with friends and family
2. Increased anxiety due to feeling of “have-to-study”
3. Limitation of students’ rights to autonomous learning
Compose a well-structured essay indicating your position according to these guidelines:
* Write four paragraphs from 20 to 25 lines.
* Do not copy more than 7 consecutive words from the description of the situation above.
* Include the following:
- A thesis statement in the introductory paragraph
- Two key expressions of pros or cons
- A topic sentence for each body paragraph
- A supporting example for each key expression in each body paragraph
- A concluding sentence in the final paragraph
자료실
