절대평가 도입 전후 수능 영어 읽기 지문의 다차원 비교

Abstract

This study aims to compare register variation in the reading passages of the CSAT (College Scholastic Ability Test) English section before and after the use of criterion-referenced assessment by applying an additive multi-dimensional analysis based on Biber (1988). To this end, it compiled a corpus of the CSAT English reading passages of the 2013-2022 academic years, using the computer software MAT (Multidimensional Analysis Tagger, Version 1.3.2) (Nini, 2019) for analysis. The median dimension scores indicate that the passages were informational, non-narrative, and abstract. The passages did not tend to persuade their readers, and the referents were specified in an explicit manner. However, the wide range and distribution of the dimension scores suggest that various registers were used in the reading passages. Finally, there was no difference between the two assessment groups in all dimensions except for Dimension 3, implying that the consistency of the CSAT English reading passages has been relatively well maintained regarding register variation.