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Koreans have traditionally placed great importance on education as a means for self-fulfillment as well as for social advancement. Today, Korea boasts one of the highest literacy rates in the world. It is a well recognized fact that Korea’s well-educated people have been the primary source of the rapid economic growth that the nation has achieved during the past six decades.
There have been many schools in Korean history. The first school was Taehak, established in 372 by Goguryeo, which was one of the Three Kingdoms of Korea. The curriculum consisted of ethics education focused on cultivating the morals of students and educating the general public based on Confucianism and Buddhism. The most popular and common schools were seodang, private elementary schools during the Goryeo and Joseon dynasties. High school and university-level education took place at Seonggyungwan during the Joseon Dynasty.
Modern schools were introduced in the 1880s. They were comprised of national and private educational institutions established by Christian missionaries and members of the independence movement. From this period onward, many private schools founded by Western missionaries began to appear all over the country.
During the Japanese colonial rule (1910-1945), Korean nationalist leaders pressed for the “movement to save the nation through education” in resistance to growing Japanese aggression. Their primary focus was to educate future leaders who would achieve national independence. With the founding of the Republic of Korea in 1948 after the Japanese colonial era, the government set the direction for democratic education. In addition, the government began to establish a modern educational system, providing six years of compulsory elementary education in 1953. The First National Curriculum of Korea was announced in 1954.
The Ministry of Education Science and Technology (MEST) is the government body responsible for the formulation and implementation of educational policies. The government provides guidance on basic policy matters as well as financial assistance.
Korea has a single-track 6-3-3-4 system, which denotes six years of elementary school, three years of middle school, three years of high school, and four years of college and university which also offer graduate courses leading to master’s degrees and doctoral degrees. The single track has been characteristic of the Korean education system, which maintains a single ladder system of schooling in order to ensure that every citizen can receive primary, secondary, and tertiary education.
Introduction
04 _ Education in Korea
for 9 years
High school
Middle school
Elementary school
Kindergarten and childcare centers
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The National Common Basic Curriculum
6 to 14 years old, for 9 years
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Introduction _ 05
Although preschool education is not yet compulsory, its importance has been increasingly recognized in recent years. Preschool education institutions in Korea are kindergartens and childcare centers. Kindergartens cover pre-elementary school children from ages 3 to 5 and the childcare centers admit children from ages 0 to 5 In 2012, the number of kindergartens and daycare centers was 8,538 and 39,842, respectively.
Beginning in 2012, all children at age 5 are provided education and care services for free at preschool education institutions. The government is also creating a policy to offer free preschool education to children who are 3 to 4 years of age. Recent issues regarding preschool education in Korea include the integration of education and care and the extension of free services to all three year-old children.
As of 2012, there were 11,360 elementary (5,895), middle (3,162), and high schools (2,303). Elementary schooling is compulsory with an enrollment rate of nearly 100 percent. Three more years of compulsory education in middle school was implemented nationwide in 2002.
In recent years, there were several changes in secondary schools. The causes of these changes are: 1) the 2009 curriculum revision and educational policy that emphasizes creative and character- building education; 2) the stress of school accountability according to the results of the national- level achievement test given to students in the sixth grade of elementary school, third year of middle school, and second year of high school; 3) the evaluation of schools and teachers; 4) diversification of secondary schools and expansion of the right to select high schools; and 5) changes in policies for entrance to universities from a single test to a multiple assessment portfolio. Many middle and high schools have undergone changes. For example, many schools make their own unique school curriculum by SBCD (school-based curriculum development), and schools stress creative activities for students to receive good evaluations.
There are also two- to three-year junior colleges and vocational colleges. The ratio of high school graduates who advanced to institutions of higher learning is about 80 percent for high schools.
Special education in Korea is conducted at all levels of education: kindergartens, elementary and secondary schools, and special schools. Many general schools have special classes for students with disabilities. The main issue regarding special education in Korea is the inclusion of students with special needs and the expansion of understanding about disabilities.
To be a kindergarten, elementary, and secondary school teacher in Korea, teachers are required to obtain a teaching certificate and a bachelor’s degree.
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06 _ Education in Korea
The National Curriculum of Korea
The National Curriculum of Korea 1. The Role of the State, Regions, and Schools in the Curriculum
The Ministry of Education, Science and Technology (MEST) announces national standards, that is, minimum requirements regarding curriculum; the metropolitan and provincial offices of education propose organization and implementation guidelines; and schools accept these two as guidelines but run their own school-based curriculum which takes the educational needs of the region and students into consideration and reflects the school’s characteristics.
2. History of National Curriculum
The origin of the Korean national curriculum in the modern sense can be traced back to the curriculum for modernized teacher’s colleges and elementary schools, which was announced in 1895. The contemporary curriculum is understood to have started in 1954 when the First Curriculum was announced. The national curriculum in Korea was initially implemented by the state, but the Sixth Curriculum began to allocate roles to regions and schools. The curriculum underwent periodic and wholesale revisions until the Seventh Curriculum, after which partial and constant revisions were introduced and each curriculum was named according to the year in which it was revised.
3. Directions of the National Curriculum
The main direction of the national curriculum proposed in the 2009 Revised Curriculum is as follows:
(a) To construct a curriculum to cultivate both creativity and character and to create harmony between the two. (b) To design a common curriculum from the first grade of elementary school to the third grade of middle school and an
elective curriculum for high school students. (c) To organize grade clusters so as to avoid rigidity in curriculum organization and implementation and to allow flexibility
through interconnection and cooperation between grades. (d) To reclassify subjects of the common curriculum into subject clusters considering the proximity of educational
objectives, the contiguity of inquired subjects or methods, and the relation to lifestyle. (e) To lessen the excessive academic burden to an appropriate level and to ensure meaningful learning activities by
expanding the concentrated subject system and reducing the number of subjects to be completed per semester in middle school and high school.
(f) To combine existing discretional activities and extracurricular activities to form “creative experiential activities,” designed to ensure the practice of consideration for and sharing with others.
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The National Curriculum of Korea _ 07
4. Main Policies for the Elementary School Curriculum The 2009 Revised Curriculum allows schools to use the time allocated for creative experiential
activities to autonomously organize and implement an adjustment program for first graders. Related subjects (clusters) and creative experiential activities are to be used to carry out ICT
teaching and learning, health education, and Chinese character education systematically.
5. Main Policies for the Middle School Curriculum Career-focused intensive programs (ex. humanities, social studies, science, medical and health,
arts and physical education, etc.) on the basis of students’ interest and aptitude according to future paths (in education or employment) are highly recommended. Out of 180 minimum required units, more than 72 should be completed in general subjects while
more than 80 should be completed in specialized subjects. This is to strengthen both basic education and specialized education.
6. Main Policies for the High School Curriculum Career-focused intensive programs (ex. humanities, social studies, science, medical and health,
arts and physical education, etc.) on the basis of students’ interest and aptitude according to future paths (in education or employment) are highly recommended. Out of 180 minimum required units, more than 72 should be completed in general subjects while
more than 80 should be completed in specialized subjects. This is to strengthen both basic education and specialized education.
7. Basic Directions of Creative Experiential Activities
The 2009 Revised Curriculum consists of the curriculum and extracurricular activities. The extracurricular activities are organized into “creative experiential activities” that mutually complement the curriculum. They aim to foster future-oriented individuals with both creativity and character who actively practice knowledge and share with and care for others. The creative experiential activities are divided into four areas: Autonomous Activities, Club Activities, Volunteer Activities, and Career Activities.
8. National Curriculum Information Center
The National Curriculum Information Center (NCIC) provides: documents on modern and contemporary curriculum in Korea; information on curriculum in 17 countries; and curriculum guidelines of the metropolitan and provincial offices of education in Korea. Its website is in both Korean (http://www.ncic.re.kr) and English (http://www.ncic.re.kr/english.index.do).
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08 _ Education in Korea
Teaching and Learning, and Teacher Education in Korea
Teaching and Learning, and Teacher Education in Korea 1. Major Policies and Research Projects of Korean Education in Teaching and
Learning
The current major policies of the Ministry of Education, Science and Technology (MEST) for teaching and learning are as follows:
First, MEST will strengthen education for all students through ensuring their basic academic skills for the improvement of educational equity. Second, MEST will reinforce support for students in need of extra care including students from multicultural families, young North Korean defectors, and students with special needs. Third, MEST will strengthen public education with substantial after- school programs to reduce private education expenses. Fourth, MEST will continue the expansion of creative and character-building education for all students. Character-building education such as the improvement of students’ language culture and the prevention of school violence will be strengthened in order to foster talented students of character with the capacity to live in harmony. Lastly, MEST will reduce all teachers’ administrative loads and create an environment for them to concentrate on teaching.
As seen in the above MEST policies, the major policies for teaching and learning focus on enhancing teacher professionalism and student academic competency.
2. Current Status of Research and Development in Teaching and Learning at KICE
In accordance with the policies of MEST, KICE has been developing and providing teaching methods and teaching and learning resources based on the national curriculum. Major research and development projects for teaching and learning at KICE are as follows:
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Teaching and Learning, and Teacher Education in Korea_ 09
3. Responses to the Results of the National Assessment of Educational Achievement
The National Assessment of Educational Achievement (NAEA) has been conducted since 2000 to evaluate efficiency and effectiveness of the school system. Commissioned by MEST, KICE undertakes the development and implementation of the NAEA. The results of the NAEA indicate that parents’ educational level and social and economic status have considerable influence on the student’s academic achievement. In this context, KICE’s strategy and related research to reduce the academic achievement gap among students are as follows:
Research, Development, and Dissemination (R&DD) of Exemplary Teaching and Learning Methods and Resources
Research and Development (R&D) of Professional Development Programs for Teachers
Basic Research and Policy Research
- Teaching and learning strategies - Analysis of current learning
situation - International comparison of
and learning
- Development of exemplary teaching and learning methods and resources for the revised curriculum
- Research on developing diagnostic tools for the learner’s self-assessment
- Development of prototypes for the learner’s self-directed learning and assessment
- Research on quality control of teaching and learning materials
- Development of exemplary teacher training programs
- Development of mentoring programs for pre-service and in-service teachers
- Planning of on and offline teacher training for leader teachers
- Basic research on the construction of the Teacher Certification Center
[ Figure 1. Overview of KICE Teaching and Learning Research ]
- Establishment of a network system with other TLCs
- Design and management of an online “subject teaching room” and “general teaching room”
- Support of producing teaching and learning materials
- Production and dissemination of on and offline research outcomes
Planning and Management of KICE-TLC & Basics Websites
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10 _ Education in Korea
Teaching and Learning, and Teacher Education in Korea
(a) In light of the student assessment, Korea’s education must change its “assessment practices and purposes” to reduce performance variability among students.
(b) Regarding assessment and accountability policies, schools in Korea are held accountable to their results by posting achievement data publicly.
(c) Regarding support system, parents’ involvement in schooling matters is important. (d) How teachers stimulate students’ engagement with science learning matters, and therefore, teachers should tailor
their curricula to better meet the needs of underachieving students.
4. Strategy and Measures for Underachieving Students and Multicultural Environments in Korea
One of the key issues in Korean education related to teaching and learning is to reduce inequity in student achievement due to economic disparity. Major research and outcomes in the field of teaching and learning include: 1) Development of Remedial Education Materials for Elementary and Middle Schools; 2) Development of Multicultural Education Programs and Materials; 3) After-School Programs; 4) Cyber Home Learning System; and 5) Cultivation of Talented Students of Character with the Capacity to Live in Harmony.
5. Teacher Education System in Korea
With an increased demand for the development of teachers’ professional expertise and qualifications to enhance the quality of school education, systematic management of the quality of pre-service and in-service teachers has become a key task of the state. In this context, this section will introduce pre-service teacher education, the teacher selection and employment system, and the training system for developing teacher professionalism.
6. Korea’s Teacher Selection System
Because an educational system’s quality depends on the quality of teachers, various policies to improve teacher professionalism and competency have been undertaken in Korean education. As Korea’s primary and secondary school teachers are recognized as public officials and guaranteed social and economic stability, applications by talented students to teacher education programs are becoming a trend.
7. Teacher Education Policies and Research Trends
Curricular reforms and changing learning needs of students demand continuous development of teachers’ professional expertise. This section will discuss research achievements on new education policies related to the development of in-service teacher professionalism.
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Teaching and Learning, and Teacher Education in Korea _ 11
8. Future Tasks of Teacher Education in Korea
The future visions and improvements of Korean education regarding teacher education are as follows: First, we should diversify the content and format of teacher training programs. Second, we should reinforce the reflective teacher education model. Third, we should activate a learning community for teachers. Fourth, schools as well as parents should acknowledge the teacher professionalism regarding the curriculum and recognize teachers as professionals. Lastly, teachers should engage with their colleagues, enhance professional development opportunities focused on practical knowledge, build their own knowledge base, invite various professionals to the classroom, work in partnership with other professionals, and establish a national-level teacher support center. Teachers should also develop their skills to use learning technologies to enrich twenty-first century competencies and their own expertise.
KICE’s research projects on teaching and learning are closely linked to key policies of the government. The future of education demands offline as well as online education services and the connection of the existing school education system to family learning.
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12 _ Education in Korea
Achievement Assessment of Students
Achievement Assessment of Students 1. Achievement Assessment within schools
The assessment of student learning outcomes is intended as an educational activity to ensure that all students successfully attain the objectives of education. The types of assessment tools and the grading methodology are tied to creative and character-building education expansion polices. Assessment based on constructed-response items and performance tasks will be expanded to assess problem-solving ability and critical thinking while performance assessment takes into account the process and result of students’ performance in classrooms.
The purpose of student assessment in schools is primarily to help students achieve the set goals of education. In addition, student assessment is intended to comprehensively observe and evaluate a student’s academic achievements and personal character, and to provide information for teachers’ student guidance as well as selection screening procedures for advancement to a higher level of education. Assessment results are written in the students’ school records to be used as core material for student placement, school entrance, etc.
Assessments of our primary students’ curricular activities are recorded in descriptive form and assessment results are provided in descriptive form together with grade indications. Assessment of secondary school students include a review of school records which is later used as information for admission to a higher level of education. with information on the achievement level in a 5-grade scale (A, B, C, D, and E), raw score, mean, standard deviation, and number of students for each subject.
The new grading system for secondary school students has been adopted this year for middle school students and will be adopted in 2014 for high school students. Currently, the grade ranking of each subject is determined within a relative 9 grade scale (stanine) at high schools.
At school, student assessment results are written down in school records to be used as material for their placement, advancement into higher levels of education, and admissions screening. At school, results are used in diagnosing, formulating, and integrating academic performance.
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Achievement Assessment of Students _ 13
2. National Assessment of Educational Achievement
The National Assessment of Educational Achievement (NAEA) is conducted annually as a tool for quality management of school education achievements at the national level. It was launched in 2000 as a sampling test, In 2008, the NAEA was changed from a sampling test to a general test evaluating all the students in order to establish and reinforce the “support system for the improvement of basic academic ability.”
In order to obtain sufficient information on student achievement results, it is necessary to understand not only the outcomes of learning but also the context in which learning takes place and the factors influencing learning. Therefore, the NAEA implements assessments of subject- specific educational achievement based on the national curriculum along with a questionnaire to survey educational contextual variables. The NAEA utilizes a questionnaire to explore relationships between educational contextual variables influencing subject-specific educational achievement.
The NAEA has been carried out annually for all students at all schools to identify whether individual students have attained basic academic abilities. All sixth graders, third-year middle school students, and second-year high school students learning the National Common Basic Curriculum must participate in the NAEA. In order to ease the burden of evaluating students and schools and to take into account the management of the curriculum, testing time by subject has been reduced and testing subject areas for elementary and high school have been limited to three basic areas: Korean Language, Mathematics, and English.
The NAEA is a criterion- referenced assessment that evaluates student achievement level in the national curriculum. Student achievement results on evaluated subjects are divided into “advanced,” “proficient,” “basic,” and “‘below basic” according to their level of achievement.
The current academic ability level of individual schools and students, changes year by year, and school efforts for academic ability improvement are thoroughly analyzed from the information of student achievement level and school progress level produced from academic achievement assessment results. The results to provide a basis for academic ability improvement of all schools and students.
Since 2008 when the general test of all students was conducted, the ratios of students below the basic level in elementary, middle and high schools have consistently decreased and the average ratios of all three grade groups are showing an achievement level of about 1/3 of the 2008 level. The average ratios of all three grade groups for “above proficient” have increased from 65.0% in 2008 to 79.3% in 2012. Likewise, since the transition to entire-group test, the ratios of both “below basic” and “above proficient” have risen and academic abilities have improved.
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14 _ Education in Korea
Achievement Assessment of Students
3. International Achievement Assessment
Assessing student achievement at the international as well as the domestic level, and conducting a comparative analysis of different countries’ education systems and curriculum, are both important requirements in terms of raising Korea’s international competitiveness in education.
Korea has been taking part in every round of the Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS).
The PISA is coordinated by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of industrialized countries. The comparative assessment is intended to evaluate the effectiveness of each participating country’s education system, and to provide information and implications for educational policy planning. Starting in 1998, PISA 2000, the first round, has implemented the survey every three years. Until now a total of 5 cycles of assessment is being carried out.
TIMSS measures trends in mathematics and science achievement at the fourth and eighth grades, as well as monitoring curricular implementation and identifying promising instructional practices from around the world. TIMSS is a project of the IEA (International Association for the Evaluation of Educational Achievement), which is an independent international cooperative of national research institutions and government agencies that has been conducting studies of cross-national achievement in a wide range of subjects since 1995. Korea has been reported as one of the highest performing OECD countries in PISA and TIMSS.
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The Textbook System in Korea_ 15
The Textbook System in Korea 1. Definitions and Types of Textbooks
The term “textbooks” means the books, audio records, visual and electronic works, etc. which are used in schools for the education of students.
Types of Textbooks
The Korean government has maintained government-designated and authorized book systems in which the state actively intervenes in textbook publication. Recently, however, the number of government-designated and authorized books has dropped dramatically while the weight of approved books has increased significantly.
In elementary school, government-designated books are applied to subjects that require uniformity in fostering students’ habits necessary for basic daily life and learning: integrated subjects, Korean Language, Social Studies, Moral Education, Mathematics, and Science. In middle school and high school, authorized books are applied to Korean Language, Social Studies (including History), and Moral Education, which include the possibility of controversy concerning national identity and ideological bias.
2. Criteria for Textbook Development
Directions of Textbook Compilation
copyright
Textbooks that are authorized by the Minister of Education, Science and Technology
Textbooks that are approved by the Minister of Education, Science and Technology in order to use them where no government-designated books and authorized books exist, or where it is difficult to use them or it is necessary to supplement them
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16 _ Education in Korea
The criteria for textbook development include “instructions for compilation,” “standards for writing,” “standards for authorization.” Among instructions for compilation, the common instructions for all subjects are as follows:
- Observance of the constitution and related laws and regulations; Maintenance of the neutrality of education; Observance
of related laws and regulations on intellectual property rights; Realization of the national curriculum and description of learning goals; Selection and organization of textbook contents; Accuracy of orthography and citations; Development of books closely connected to the curriculum and textbooks for integrated subjects; Reflection of cross-curricular learning contents
3. Criteria for Textbook Structure
Criteria for External Structure : Policies on autonomy in the external structure of all textbooks have been implemented since 2009. However, the type of paper used for the textbooks is restricted to the existing type of material (75g±3).
Criteria for Internal Structure : It refers to matters related to the composition of text pages and is determined by authors or publishers with their own judgment. The interior of a textbook usually takes into account the characteristics of each school level and subject. It is composed in the following order: cover, end paper, inner cover, illustration, preface or foreword, table of contents, main text, appendix, list of authors and related persons, and publication rights.
4. Textbook Development Cycle
The textbook development cycle in Korea concurs with the curriculum revision cycle. In Korea, government-designated, authorized, and approved books are announced separately almost at the same time as the revised curriculum, and basic plans are established before developing all government-designated, authorized, and approved books.
As government-designated, authorized, and approved books have different main authors, their development and review procedures are also different.
Goals
Main Contents
- To make fortify school education by developing and distributing textbooks that are suitable for developing learning ability and creative and character-building education.
- To focus on classroom learning and real life while also considering the various characteristics of schools.
- Compile textbooks that fully realize the goals of the curriculum - Compile textbooks that are highly suitable for school education - Compile high-quality and learner-centered textbooks
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The Textbook System in Korea_ 17
5. Revision and Modification of Textbooks
“Revision” of textbooks: The revision denotes the correction, addition or reduction, or modification of phrases, sentences, statistics, illustrations, etc. of textbooks due to a partial revision of the curriculum or other reasons.
Collect requests for revision and modification Register requests for revision and modification Order each publisher to examine the errors of textbooks Examine and deliberate on requirements for revision and modification such as internal examination (group of authors) and consultations with related organizations Request an approval for revision and modification to MEST
6. Selection of Textbooks
The selection process of authorized books in general schools is shown in the below figure.
7. Digital Textbooks in Korea
The Ministry of Education, Science and Technology defines digital textbooks as future textbooks containing diverse multimedia materials (video clips, audio aids, photos, animation, etc.), supplementary learning materials, a glossary, test items, and so on. Digital textbooks should include or be linked to Learning Management System (LMS) functions and other learning support tools. It is most salient that they will be developed on a cloud computing system.
According to the government’s plan, digital textbooks will be applied from the third grade in elementary school to the second year in high school. Digital textbooks will be developed first in the three subjects—English, Social Studies, and Science—in 2013 and then used in schools in 2014.
The Korean government expects that digital textbooks will take a leading role in school education reform as future textbooks appropriate for the fast-changing educational environment.
Confirmation (School Principal)
- Put together individual assessment by all the teachers of the same subject
- Recommend three kinds of books to the operation committee following the assessment ranking
- Deliberate matters such as selection standards, selection process, etc. of recommended authorized books
- Notify the principle after deciding the rank of the books
- Finalize the authorized books to be selected
Recommendation (Teacher in Charge)
18_ Education in Korea
College Scholastic Ability Test
College Scholastic Ability Test
1. Overview of CSAT
[Characteristics] CSAT aims to measure student scholastic ability as required for college education. This evaluation focuses on thinking skills based on cross-curricula issues and the characteristics of each subject in accordance with the content and level of the high school curriculum.
[Introduction and Change] CSAT was first introduced in 1993. As the national curriculum was amended, there were several changes in the subjects and the number of questions. The current CSAT is based on the Seventh National Curriculum which was amended in 2004. After 2013, a new system will be launched following the 2009 Revised Curriculum.
[Administration Period and Number of Applicants] CSAT is a large-scale test which is taken by approximately 650,000 students from all over the country in early November every year.
[Test Subjects] CSAT consists of 20 to 50 items for each of the 48 subjects in five areas: Korean Language, Mathematics, Foreign Language (English), Social Studies/Sciences/Vocational Education, Second Foreign Languages/Chinese Characters and Classics. Students can choose areas and subjects of the test according to their needs.
[Score Calculation] The CSAT score of each individual student is marked with a Standard Score, Percentile Rank, and Stanine.
2. The Use of CSAT
As mentioned above concerning the objectives of CSAT, the results of the test are used by universities as a student selection material, that is, information with which they decide whether to give admission to any particular student.
3. High School Education and CSAT
Since entering a good university is a matter of high importance in Korea, the evaluation content and method of CSAT have great influence on the content and method of education in elementary, middle and high schools. For this reason, it is crucial to evaluate the achievement of high school education through CSAT so that the results can contribute to normalizing school education.
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College Scholastic Ability Test _ 19
4. Item Development and Scoring on CSAT
Commissioned by the Ministry of Education, Science and Technology, the Korea Institute of Curriculum and Evaluation (KICE) undertakes the entire process of the development, implementation, and scoring of CSAT.
5. Support for CSAT
Providing services for CSAT preparation through the public education television network, EBS, is recognized as most universal and effective. In addition, there are many cases of local governments and other institutions supporting enhanced academic ability of high schools in their respective areas with the purpose of improving the regional socio-cultural environment and providing educational services.
6. Measures to Establish the Fairness of CSAT
CSAT should be objective and fair because it is used in student selection by colleges. In addition, it has become one of the most important goals of school education and can also determine the content and methods of school education. Considering these facts, there should be no advantage or disadvantage to any particular individuals or schools in the process of developing, administering, and scoring CSAT. Therefore, various measures are being taken to ensure the fairness of CSAT.
7. The Future of CSAT
CSAT will be changed into a new system from 2013 when students who study the 2009 Revised Curriculum will take the test. The basis of this change lies in that while the existing CSAT is focused on students’ thinking skills, the new one is designed to measure their achievement in high school education based on the educational curriculum and school textbooks.
8. Educational Policy and CSAT
The role of CSAT in Korean education is so significant that concerns regarding the test will continue to arise. Therefore, the future of the Korean educational policy must move forward in a better direction, recognizing the two conflicting sides of CSAT.
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20 _ Education in Korea
College Scholastic Ability Test
9. CSAT and the Role of KICE
As the institution responsible for the development and implementation of CSAT, KICE has undertaken, since the launching of CSAT, various research on the development and evaluation of CSAT and the utilization of its results. In addition, the results of this research are linked to the data of another similar national-level test, that is, National Assessment of Educational Achievement and, on the basis of this effort, various research outcomes have been produced concerning the current education of Korea. Furthermore, by carrying out research on college entrance exams and national- level evaluation systems of other countries, KICE attempts to improve and develop CSAT.
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National English Ability Test_ 21
National English Ability Test
Equipped with basic English communication skills upon graduation from high school
- Promote change in English education within schools for students to prepare for exams without private education by building
an efficient development and implementation system
[ Figure 1. Objective of Developing the NEAT ]
1. What is the National English Ability Test (NEAT)?
Characterized in a communication-centered evaluation, the National English Ability Test (NEAT) is one of English education innovations in Korea. The NEAT is an Internet-Based Test (IBT) that uses cloud computing to evaluate test-takers’ English ability (listening, reading, speaking, and writing). In addition, the NEAT evaluates students’ achievement according to the standards of Korea’s national curriculum basic academic English required for university studies, and practical English for everyday life. The NEAT will enhance English education in public schools and improve students’ abilities to communicate in English. Additionally, NEAT test can be used as criteria to enter universities.
After the announcement of its development in 2008, the NEAT (Level 2 and 3) has been verified itself by field-tests 6 times from 2009 to 2011 to create a basic set of evaluative guidelines. After a mock test in May 2012, two regular tests were conducted in June and July for use in the 2013 early admissions process at seven universities.
2. Why was the NEAT introduced?
In the globalization and information era of the twenty-first century, the ability to communicate in English in a variety of fields is a necessary skill. Without reforming the method of English assessment in the current CSAT, which focuses on solving problems in reading and listening, it will not be possible to transform the Korean education system into one that helps Korea’s students improve their English communication skills. Therefore, the Ministry of Education, Science and Technology introduced the NEAT to strengthen students’ practical English communication skills by teaching and evaluating listening, reading, speaking, and writing.
Improving practical
English communication
22 _ Education in Korea
National English Ability Test
3. What is the difference between the NEAT and the foreign language (English) section of the College Scholastic Ability Test?
Level 2 and 3 of the NEAT differ from the College Scholastic Ability Test (CSAT) in many ways. While the existing CSAT mainly evaluates listening and reading skills and tests speaking and writing indirectly, the NEAT directly evaluates all four English skills—listening, reading, speaking, and writing. In addition, while the CSAT determines a student’s English ability through one test, the NEAT offers two testing opportunities. The NEAT and the CSAT are both based on the official English curriculum. However, the NEAT is a criterion-referenced test while the CSAT is graded on a curve (norm-referenced test). As such, the NEAT prevents excessive competition and enables students to obtain a desired score by reaching a certain level of achievement as defined by the curriculum. The NEAT and the foreign language (English) domain of the existing CSAT differ in areas of evaluation, method, and evaluative process as outlined in the following table.
CSAT Foreign Language (English)Category NEAT
- Multiple choice
Type of Answer
Sections of Evaluation - Listening, reading, speaking, writing
- Norm-referenced test (graded on a curve)
Evaluation Criteria - Criterion-referenced test (graded according to a definite set of
criteria)
- 4,000 wordsVocabulary Level - 2,000-3,000 words
- Listening and reading: multiple choice
- Speaking and writing: free response
- Four performance levels (A, B, C, or D) in each section
- Once a yearTesting Opportunities - Twice a year
- Internet-Based Testing (IBT) - Written test
[ Table 1. Comparison of the NEAT and the CSAT ]
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Education in Korea Contents
Teaching and Learning, and Teacher Education in Korea 08
Achievement Assessment of Students 12
The Textbook System in Korea 15
College Scholastic English Ability 18
National English Ability Test 21 National English Ability Test_ 23
4. What is the difference between Level 2 and Level 3 in the NEAT?
Separated into two levels, Level 2 and Level 3, the NEAT allows for a balanced assessment of communication skills. Based on their future careers and aptitude, students can choose at which level to test. Level 2 focuses on English ability as required in the various basic academic disciplines taught at the university level. Level 3 evaluates practical English skills used in day-to-day interactions and in performing basic tasks. The main characteristics of each level are as follows.
Level 3Level 2Category
- English II, English reading and writing, Advanced English conversation
- Ability to understand and use information about practical topics
- Ability to use English appropriately in everyday situations
- Ability to understand and use information about basic academic topics
- Ability to appropriately express academic topics and situations
- Criterion-referenced grade : A/B/C/D
and writing
2009 Revised Curriculum
Grades - Criterion-referenced grade : A/B/C/D
- To evaluate achievement level in the English curriculum and practical English proficiency necessary in daily life.
- To evaluate achievement level in the English curriculum and basic English proficiency necessary for university studies.
Objective
Content
Sections - Listening / Reading / Speaking / Writing - Listening / Reading / Speaking / Writing
[ Table 2. Evaluation Criteria for NEAT Level 2 and Level 3 ]
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