Sponsored by the Korea Institute of Curriculum and Evaluation, the Test of Proficiency in Korean(TOPIK) measures the overall Korean skills of Korean language learners to suggest some directions in Korean learning to foreigners and to help them utilize...
Sponsored by the Korea Institute of Curriculum and Evaluation, the Test of Proficiency in Korean(TOPIK) measures the overall Korean skills of Korean language learners to suggest some directions in Korean learning to foreigners and to help them utilize the test results in studying at a college home and abroad or getting a job. It's been pointed out that the test has certain limitations in measuring such Korean skills as are required for job activities including office or field works. They accordingly developed "Business-TOPIK" to use it as a test for visiting employment for Koreans living overseas with no relatives in Korea as the Visiting Employment System for Koreans Living Overseas with No Relatives in Korea came into effect in 2007 for Koreans in China and the CIS countries.
"Business-TOPIK" was first administered in the 11th test in March, 2007, and there have been three Business-TOPIKs till this year. The sheer number of the examinees indicates that there is huge interest in "Business-TOPIK."
Despite those changes, however, the current situation of Korean education for vocational purposes in Korea is characterized by the shortage of understanding of the learner groups, efforts to identify the overall problems with evaluation, and discussions about solutions. Furthermore, there are few professional research findings including research s. The things are similar in foreign countries, as well; focusing on solving prospect questions and memorizing to pass the test, they don't contribute to the overall improvement of Korean skills and associate learning contents with vocational training. Thus there rises a need to review the overall evaluation system and increase the test's efficiency. Analytical considerations of "Business-TOPIK" in its early stage will surely promote the systematization and diversification of the evaluation and play a leading role in the growth of Korean education for vocational purposes.
Reflecting those realistic demands, this study set out to investigate the current tasks for "Business-TOPIK."
Chapter 2 examined the business-related test of other nations based on the IELTS general training module, TEF, and BCT before analyzing the items of "Business-TOPIK."
Chapter 3 the items of Business-TOPIK were analyzed and their problems were identified according to the domains of evaluation. In analyzing the items, the investigator set the analysis criteria and examined the frequency distribution according to the domain characteristics.
Finally, Chapter 4 improvement measures of "Business-TOPIK" were suggested in terms of the evaluation system and domains based on the analysis results of the foreign cases and the items of "Business-TOPIK."
"Business-TOPIK" is required not only to measure the abilities of Korean learners in terms of business skills, but also to offer feedback across all the areas of Korean education including educational objectives, curriculums, and teaching methods. It's unfortunate that most of previous studies were confined to the planning and setting of evaluations, which also applies to the study. There should be efforts to analyze evaluation results in a systematic manner and find some directions to reflect them on the curriculums so that evaluations can fulfill their supposed functions to the full. In future, there should be active efforts on those research areas.
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