학문 목적 한국어 진단평가의 차별문항기능 분석

초록

This study investigated differential item functioning (DIF) in diagnostic assessments for listening and reading comprehension in Korean targeting two groups of learners with varying learning backgrounds, while qualitatively interpreting the underlying causes. A diagnostic assessment consisting of ten multiple-choice listening and ten reading items was administered to 26 domestic undergraduate and 22 graduate students residing in India. DIF items were detected by applying Bayesian two-parameter and one-parameter models based on item response theory. Four items were identified as exhibiting DIF and a concurrent qualitative analysis based on interviews with two instructors and six learners was conducted to identify the causes of DIF. Differences in the learning context between the two groups such as learning experiences, language exposure environments, major-specific knowledge, and background knowledge were interpreted as influencing item processing. This study emphasizes a feedback mechanism that designs and implements diagnostic assessments from a third-generation DIF perspective. It interprets DIF as educational information revealing learner differences rather than discrimination and links the results to customized curriculum designs.

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