JIMIN CHO, VICE PRESIDENT, KOREA INSTITUTE FOR CURRICULUM AND EVALUATION

SCHOOL DEVELOPMENT BASED ONASSESSMENTS FOR QUALITY EDUCATIONIN THE REPUBLIC OF KOREA

KICE Integrative Management System1

Adjusting SocialChange &Reflecting UserRequirements

Primary & Secondary Education

Achievement

Test, CSAT,etc.

OperatingCentral

Teaching &Learning

Centre

National Education

Policy

Feedback

Input

Research &Development

Implementation &Management

CurriculumTextbook

Authorisation

Educational Evaluation

Teaching & Learning

PURPOSE OF THE NATIONAL ASSESSMENT OF EDUCATIONAL ACHIEVEMENT (NAEA)2

DIAGNOSING: Academic achievement

PROVIDING: Data and information

IMPROVING: Teaching and learning

EXPLORING: New research design and methods

ENHANCING: School’s accountability

NAEA

NAEA REVISIONS3

Enforcement Decree of the Act

(November 17, 2008)

Act on the Disclosure of Information of Education - related Institutions (May 25, 2007)

“Zero Below - Basic Plan (2008~2012)” “Upward Equalization” as government agenda

The nation should perform NAEA for the all students compulsorily every year.

(except Elementary school)

Individual schools should announce the results in

public.

Census test for all the students Sample — based test 2008

NAEA SURVEY BASED ON CONTEXTUAL VARIABLES4

STUDENTS

TEACHERS

SCHOOLS

- Personal and Family Background- Extracurricular Activities- Learning Method and Attitude- School Life- Learning Related to Each Subject

- Personal Background- Teaching Activities Related to Each Subject- Job’s Satisfaction

- School Features- School Facilities- School-Level Curriculum Management- School Climate

STANDARD SETTING FOR ACHIEVEMENT LEVELS5

Standard Setting

Cut-scores to divide achievement levels

Performance Level Descriptions

Advanced cut-off score

Proficient cut-off score

Basic cut-off score

Advanced level

Proficient level

Basic level

Below-Basic level

TRENDS OF NAEA6

Achievement Progress in Five Subjects: Grade 9 (2010-2013)

Percentage (%) Below basic Basic Proficient Advanced

REGIONAL TRENDS7

Metropolitan CitiesRural

Advanced Proficiency Basic Below basic

SCHOOL PROGRESS INDEX8

School Progress Index of 17 Provinces in 2014

9 SAMPLE OF STUDENT ACHIEVEMENT REPORT

10 DISSEMINATION OF NAEA RESULTS

INDICATORS

11 USE OF THE NAEA RESULTS

12 THE IMPLICATIONS OF STUDENT ASSESSMENT IN KOREA’S EDUCATION

1) Increasing quality schools

2) Attaining policy goals for the improvement of basic education

3) Contribution to standardization rates of student

Serve as indicators of school achievement and a method of objectively evaluating the quality of schools

The school support policy has been executed since 2009 and has shown significant positive results in raising school capacity and supporting low achieving students.

Reducing the achievement gaps between the urban and rural areas

13 STUDENT ASSESSMENTS AT THE INTERNATIONAL LEVEL

The OECD Programme for International Student Assessment

Trends in International Mathematics and Science Study

International Computer and Information Literacy Study

PISA

TIMSS

ICILS

IMPLICATIONS FROM PISA/TIMSS14

Confidence

Interest

Value 3%

34%

63%

14%

45% 41%

0% 20% 40% 60% 80%

confident somewhat confident

not confident

Korea Inter. Avg

8%

36% 56%

26% 42%

31%

0% 20% 40% 60%

Korea Inter. Avg 14%

52% 34%

46% 39%

15%

0% 20% 40% 60%

value somewhat value

do not value

Korea Inter. Avg

1) top/low performing students2) Gender Difference in Science & Math3) Index of Affective characteristics in PISA/TIMSS

Thank you for your attention!

2016