An Analysis of Testing Practices in College Korean Language Classrooms

Abstract

The aim of this study is to examine current testing practices in Korean language classrooms in U.S. colleges and universities. Twelve final examinations of beginning and intermediate level classes are analyzed following Bachman & Palmer’s ‘task characteristics’ as an analytical tool. The results show that first, the majority of tests includes listening, reading, and writing, while a few tests focus exclusively on grammar and vocabulary. Second, the relative proportion of the four skills varies notably from school to school and varies less between levels. Third, the sequence of parts/tasks is very similar in all tests regardless of program or level. Fourth, selected response and limited production are the most popular response types in the grammar/vocabulary section of all the samples. There are virtually no extended response questions. Fifth, the length of input in reading and listening passages varies notably from program to program, although the results are hard to generalize for level differences. Implications of these findings are discussed.

Keywords

• final examination
• teaching korean as a foreign language
• assessement and testing
• korean language classrooms
• achievement test