Practical Challenges of Korean Language Teachers with Paper-and-Pencil Testing: Focusing on a high school reading multiple-choice assessment

This study delves into the practical obstacles experienced by high school Korean language teachers during the process of paper-and-pencil testing, specifically focus ing on a content analysis of their reflective essays. Analyzing the paper-and-pencil testing process entailed a mix of deductive and inductive methodologies, divided into three stages: (a) individual item creation by teachers, (b) (joint) review of the de signed items, and (c) approval of the completed items. The findings of the study are as follows: difficulties in crafting original items; psychological resistance toward plain and simple items; psychological resistance toward college entrance exam-ori ented items; concerns regarding multiple and incorrect answers; difficulties with revising items in terms of ensuring completeness; diversity interpretations of what constitutes effective items; weakened sense of ownership over items; reluctance to accept others' feedback; burden of reiterating revised items; shifts in the focus of test design; consideration given to introducing new assessment systems or policies; increased possibility of errors due to late item replacements; dissatisfaction with the decision-making process, often involving a small number of people; and poten tial for item replacement due to the emergence of new social issues.