본고는 2015 개정 교육과정이 개발되고 있는 현 시점에서 한문과 교육과정 ‘어휘’ 관련 내용과 적용의 실제 사이에서 발생할 수 있는 간극을 최소화하기 위해, 2010학년도 본수능부터 2016학년도 6월 모의평가까지의 평가 문항을 중심으로 그간 한문과에서 실시된 ‘어휘’ 관련 평가 문항의 내용 요소와 내용 요소별 평가 유형 등을 분석하였다. 그 결과 그간 대학수학능력시험에서 출제된 어휘 관련 평가 문항들은 한자 어휘와 관련된 다양한 평가 요소를 고루 반영하고 있으며, 그 유형도 변화를 거듭하여 다양한 유형으로 안착된 상태였다. 하지만 급변하는 교육 환경 속에서 한문과가 위상을 공고히 하면서 발전해 나가기 위해서는 현재 상태에 안주할 것이 아니라 끝임 없이 새로운 평가 요소를 개발하고 해당 요소에 적합한 유형의 문항을 출제할 필요가 있다.

The present study investigated a washback effect regarding vocabulary test format and students' learning outcomes. Ninety-three Korean university students in English reading courses were given a vocabulary pre-test and pre-treatment survey. Then they were divided into three groups. A control group was taught how to write a summary in English and a receptive vocabulary knowledge group was taught how to study vocabulary, then both of these groups were instructed that they would have a receptive vocabulary knowledge test. A productive vocabulary knowledge group was taught how to study vocabulary and told that they would have a productive vocabulary knowledge test. After 15 weeks, they all were given a post-vocabulary test consisting of both receptive and productive vocabulary knowledge items, and post-treatment survey. Results indicated that the productive vocabulary knowledge group showed the best outcomes overall. Its students earned significantly higher scores on the productive vocabulary knowledge post-test than the other groups. Regarding the receptive vocabulary knowledge post-test, it featured scores similar to the receptive vocabulary knowledge group, which had the highest scores. Moreover, the productive vocabulary knowledge group's pre- and post-treatment survey data revealed that its students had improved their ability to use the vocabulary learning strategies that were taught.