Korea Business Review

Korea Business Review

Edited by: Hyoung-Goo Kang Print ISSN: 2951-3596 Online ISSN: 2951-360X © THE KOREAN ACADEMIC SOCIETY OF BUSINESS ADMINISTRATION. Frequency: Quarterly (four times per year): February 28, May 31, August 31, and November 30
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Latest Issue Vol. 60, No. 5 2025

Article Info

Rethinking the Design of Reading Achievement Assessment from a Sociocultural Perspective — Insights from the 2026 NAEP Reading Framework

Kim Gaeun Lee Chaeyun Byeong-Young Cho

한양대학교 한양대학교 한양대학교

Korea Business Review 60Vol. 4No. pp.49-86 (2025)

DOI: 10.20880/kler.2025.60.4.49

Abstract

This study examines the construct and principles of reading achievement assessment from a sociocultural perspective and offers implications for developing a large-scale reading assessment framework in Korea. To begin, prior research in educational measurement and the learning sciences is reviewed to clarify the concept of validity grounded in sociocultural constructivism. Subsequently, the 2026 NAEP Reading Framework is analyzed to identify how the framework incorporates contemporary theories of reading and addresses current societal demands in its development and design. The analysis highlights five key features: (1) a socioculturally informed construct model of reading; (2) specification of reading purposes and text selection aligned with disciplinary contexts; (3) scenario-based task design; (4) integration of universal design principles to account for learner diversity; and (5) a reporting system that incorporates sociocultural contextual variables. Building on these findings, this study proposes considerations for designing socioculturally oriented reading assessments in the Korean context. By reconceptualizing reading assessment as a sociocultural practice, the study contributes theoretical and practical foundations for future literacy education and assessment policy development.

Keywords

사회문화주의읽기 평가타당도2026 NAEP 읽기 체계리터러시 교육

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