부산대학교 도서관

The purpose of this study was to develop assessment criteria for evaluating the lesson planning of preliminary Korean language teachers and to verify the validity and reliability of the assessment criteria that was developed using the many faceted Rasch model. For this purpose, four current Korean language teachers were evaluated with the assessment criteria that was developed for lesson planning written by 11 preliminary Korean teachers and the validity of the assessment criteria was then analyzed based on the results. The results of this study are summarized as follows. First, the inter-rater reliability and intra-rater reliability were high. This is interpreted as being when the rater shared the course design process and the class demonstration together, and the evaluation of the lesson plan was done. Second, in the case of the assessment criteria, assessment criteria 1 (Clear setting of Korean language learning objectives) was judged as miss-fitting the assessment criteria with 1.58 logit. Third, as a result of analyzing the five-point scale fit for the assessment criteria, there was not much use for the one and two point scale, and the four point scale was not representative of the scale.