Preface 5

1 Development of assessment items for Korean language curriculum 9
01 Overview of the Question Development Process 11
02 Question Creation Process 13
03 Question Structure 16

2 Development of Assessment Items for Literature Subjects 25
01 Selection of Evaluation Elements for Literature Subjects 27
02 Process and method of fingerprint composition 30
03 Frequently Used Question Types 35
04 Question Design Stage 42
05 Question Design Process and Refinement I 48
06 Question Design Process and Refinement II 55
Practice Problem 66

3 Development of Assessment Items for Reading Subjects 75
01 Selection of Evaluation Elements for Reading Subjects 77
02 Process and Method of Fingerprint Composition 79
03 Frequently Asked Question Types 90
04 Question Design Process and Refinement I 101
05 Question Design Process and Refinement II 118
Practice Problem 135

4 Development of Assessment Items for Grammar Subjects 145
01 Selection of Evaluation Elements for Grammar Subjects 147
02 Process and Method of Composing Fingerprints and Views 150
03 Frequently Used Question Types 155
04 Question Design Process and Refinement I 160
05 Question Design Process and Refinement II 164
Practice Problem 172

5 Development of Assessment Items for Speaking Subjects 177
01 Selection of Evaluation Elements for Speaking Subjects 179
02 Process and Method of Discourse Composition 181
03 Frequently Used Question Types 183
04 Question Design Process and Refinement 186
Practice Problem 198

6 Development of Assessment Items for Writing Subjects 205
01 Selection of Evaluation Elements for Writing Subjects 207
02 Step 209 of the Writing Process (Draft)
03 Frequently Used Question Types 215
04 Question Design Process and Refinement 221
Practice Problem 232

Development of Plus+ Speaking and Writing Integration Items 239
01 Overview of Convergence Question Development 239
02 The Reality of Fusion Question Development 244

7 Exploring New Multiple-Choice Question Design Methods 253
01 The Need for New Multiple-Choice Assessment Questions 255
02 256 structured questions that can accommodate various logics
03 Differential scoring questions based on multiple choice options 259
04 Multiple-Correct Answer Questions with Diversified Answers 263

Reference 267

This book introduces a method for developing multiple-choice questions in the five areas of the Korean language subject: literature, reading, grammar, speaking, and writing.
This course provides a professional yet user-friendly explanation of the entire process of developing items, from selecting evaluation elements based on achievement criteria, designing texts and items to creating a draft, and then revising and completing it.


In particular, this book was written by researchers from the Korea Institute of Curriculum and Evaluation and current teachers who have experience writing questions for national tests such as the Joint Academic Achievement Test and EBS College Scholastic Ability Test-linked textbooks, thereby enhancing its practicality.


Chapter 1 provides an overview and characteristics of the development of multiple-choice questions for the Korean language subject, which proceeds from 'selection of evaluation factors - text composition - question composition.'
Chapters 2 through 6 below examine the specific process of creating questions for each subject: literature, reading, grammar, speaking, and writing.
First, we explain the method of deriving evaluation factors based on the achievement standards of the curriculum.
We analyzed the types of questions frequently used in national assessments, summarized their characteristics, and pointed out what to consider when creating questions of that type.
Afterwards, we present a method for writing a text considering the characteristics of each subject and a method for designing questions based on the text, using various examples in a professional yet friendly manner.
Each chapter includes practice problems so that readers can review and revise their drafts.
Finally, in Chapter 7, we explored new objective assessment items that could accommodate the advantages of descriptive or essay-type items while maintaining the advantages of objective assessment items.


This book will be of great help primarily to current teachers who must create questions in school settings.
This is because, while addressing how to create high-quality objective questions, we sought to present assessment items that not only focus on students' discrimination but also elicit cognitive learning and emotional growth.
It also analyzes the types of questions on the College Scholastic Ability Test and introduces a test-writing method that applies these types of questions, so it will be useful for test-takers who must take multiple-choice questions, students studying Korean language assessment theory at teacher training colleges, and prospective teachers.