earticle

영어

Questions play a key role of a test. Every knows that the question-making is important. But, it's not easy to make good questions or errorless questions. There are common and different meaning between good and errorless one. This study try to establish the causes and the types of the error questions. The causes of error are no evaluation philosophy, difference between theory and reality of evaluation, and no concept of error questions. But these general causes are not help the cause analysis of errors. This study analysis the causes of error in two ways-curriculum and teacher. On the side of the curriculum, the error questions has arisen because demanding creative questions though educational contents is unified, deprive of the evaluation right and discretionary power of teacher, and there are no suitable texts and questions for the local society and school. On the side of the teacher, the causes of error are found in three ways-environmental, psychological and technical cause. First, they are environmental causes that teachers have a lot of busywork besides teaching, teachers can not concentrate in the teacher's room, following measure is not enough to release question, questions have piled up, and the Local Education Office and the Ministry of Education and Human Resources Development interfere in minute detail. Second, they are psychological causes that the evaluation philosophy is absent, the evaluation in school is recognized low-level, subjective judgement of evaluation spread over the semantic network, teachers feel the pressure and have not think critically about the existing question, and teachers fall into mannerism for repeated evaluation every year. They are technical causes that a training is not enough, the level of difficulty is focused instead of the validity, questions from reference book are plagiarized and quoted, contents are quoted out of context, review and revision are insufficient. The types of error are divided into the types of evaluation, making questions, questions, and Korean language. The types of evaluation set limits summative evaluation. The types of making-questions are divided into setting and choice exam questions. The types of questions are divided into multiple-choice, short-answer, and essay form questions. Domain of Korean language is divided into reading, writing, talking, listening, literature, and grammar. The form of errors is divided into misprints, incorrect sentences, inconsequence, and problem in editing. This study suggest using a check-list for the error questions and making future questions as solution for the technical causes of the error questions. The Future questions have to include integration, principle, diversity, and co-creation. This study has significant that try to analyze the cause and types of error, even though it has limit to explain at great length.