Management of Quality of Education in Korea
Dr. MIYOUNG HONG & Dr. JIMIN CHOKorea Institute for Curriculum & Evaluation
2014. 11. 04.
I. Intended curriculum of KOREANational Curriculum Revision & Achievement Standards Development
I I. Implemented curriculum of KOREASupport for Curriculum Implementation
III. Accomplished Curriculum of KOREANational Assessment of Educational Achievement(NAEA)
Contents
I. INTENDED CURRICULUM OF KOREA
National Curriculum Revision & Achievement Standards Development
4
Compul-sory Edu-
cation(9 years)
National Curricu-lum(15years)
Common curricu-lum(9 years)
High school(academic/vocational) : 3 years
Middle school : 3 years
Elementary school : 6 years
Kindergarten : 3 years
School Education Systems of Korea
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The general guidelines of national curriculum
Subject curricu-lum
(7 subject clusters)
Extra-curricu-lum
(Creative experi-ential activities)
The organization of the curriculum document
Grades Cluster
Middle School1-3 grades
Elementary School
5-6 gradesElementary School
3-4 gradesElementary School
1-2 grades
High School1-3 grades
Exploring Pathway
Establishing Pathway
Cultivating Basic habits and skills for learning
School Education Systems of Korea
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Classification 1st & 2nd grades 3rd & 4th grades 5th & 6th grades
Subjectclusters
Korean Language 408 408
Social Studies/Moral Education 272 272
Mathematics 272 272
Science/THE * 204 340
Physical Education 204 204
Arts (Music/Fine Art) 272 272
English 136 204
Creative Experiential Activities 272 204 204
Total number of class hours 1,680 1,972 2,176
Korean Language448
Mathematics448
Disciplined Life128
Intelligent Life192
Pleasant Life192
Elementary School
* THE means Technology and Home economics
National Curriculum Revision
- Key Competencies- STEAM - Global Citizenship- Creativity & Char-acter Educa-tion etc.
Global Trends
Local Needs
- Educational Policy Deci-sions
- Results Of NAEA- Results Of TIMSS, PISA - Voice of Teachers, Stu-dents & Parents
National Curriculum Revision
National Cur-riculum
• objectives and content • Not too broad, not too con-
crete to give dis-cretionary authority to school
Achievement Standards
• Descriptions specify-ing the objectives and content of the na-tional curriculum enough to guideline in teaching, learning & evaluation
Key Characteristics of Curriculum of KO-REA
1. Clearly expressed to understand what is intended to teach & evaluate
2. Appropriate content level for the students
3. Properly connected to content in other grades or other subjects
From National Curriculum to Achievement StandardsWhat to Con-sider
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National curriculum Achievement Standards
Explain the relationship between the molecule ar-rangement according to the state of matter and heat energy in terms of molecular movement.
Be able to explain the molecule arrangement according to the state of matter in terms of molecular movement.
Be able to relate the changes of state to supplying or re-moving of heat.
Be able to find in real life examples of changes of heat energy during the change of state.
Revising National Curriculum to Achievement Stan-dards» Example. Grade7 Science. Heat & Molecular Movement
Global Trends
Needs of ASEAN Socio-Cultural Community
Needs of Each Participants
SEAMEO Basic Education Standards
Implications for SEAMEO Basic Education Standards Development
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Implications for SEAMEO Basic Education Standards Development
SEAMEO Basic Educa-tion Standards
• Objectives and Core Content
National Education Standards
• Specifying the SEAMEO Basic Standards to meet the demands of each participant country
II. IMPLEMENTED CURRICULUM OF KOREA
Support for Curriculum Implementation
CurriculumImplementation
Curriculum Research Schools
Instructional Materials
Teacher Pro-fessional De-velopment
Support for Curriculum ImplementationKuCu(Keep up! Catch up! http://www.basics.re.kr/)
TLC(Teaching & Learning Center
http://classroom.re.kr/)
Type Definition
Government – designated Books Textbooks for which MOE holds the copyright
Authorized Books Textbooks that are authorized by MOE
Approved Books Textbooks that are approved by Regional Offices of Education
Textbook System in KOREA
National Curriculum & Qualification Examination Standard for Writing Textbook By MOE
Textbook Writing by Private publishers
Authorized by MOE or are Approved by Regional Offices of Education
Support for Curriculum Implementation-Textbooks
Science and ca-reers
STEAM
Storytelling by using comics
Global Issues
Textbook
Misconception
Tips for teaching
Flow diagram of lesson
Objective
Support for Curriculum Implementation-Teacher’s Guide
Implications for SEAMEO Basic Education Standards Development
Key for Success
TEACHERS
Need to Change
Easy to Adapt
Satisfactory
To make them feel
III. ACCOMPLISHED CURRICULUM OF KOREA
National Assessment of Educational Achievement(NAEA)
NAEA Overview Nation-wide assessmentof what students know and can do in various subjects areas
Management National level
Target Grade 9th, 11th
Subject- Population: Korean language, Mathematics, English- Sampling: Social study, Science
Test type Mixed Format Test: Multiple-choice & Constructed-response items
Achievement level 4 levels
Questionnaire contextual or background information: Students, Teachers, Principals
NAEA Assessment FrameworkCurriculum-Based, Standards-Based, Criterion–Referenced Assessment
• Produce scale score and achievement level• Raw Score → Scale Score → Performance Level
• Report the national card of educational achieve-ment level for each subject in each grade
• No report of any of norm referenced interpreta-tion such as rank, percentile, standard score, etc.
Scoring and Reporting
NAEA Performance Level Descriptor
Superior performance (Above 80% reached to the desired performance that must be achieved in each content and grade )
ADVANCED
PROFICIENT
BASIC
Solid academic performance(50 – 80% reached to the desired performance that must be achieved in each content and grade )
Partial mastery of required knowledge and skills(20 – 50% reached to the desired performance that must be achieved in each content and grade
BELOW BASIC
Use of NAEA Results –Curriculum Evaluation
Provided by MOE(2013)
Change of percentage of below-basic stu-dents
- average % of all subjects
NAEA
For Students
For Schools
For Publics (educators, researchers, etc)
Discover academic performance at the national level Understand the strengths and weaknesses of domains for each subject Ask for opportunity to learn
Discover the achievement differences among students and among subjects Improve methods of teaching and learning Calculate the indicators for input, process, and output for educational aca-
demic progress
Research various themes and methodologies to reanalyze the data Analyze relationship among background variables affecting academic
performance and compare with international results Contribute to academic findings and use important basic data for es-
tablishing educational policies
NAEA
For Education Policy
Discover academic achievement levels of each school within the dis-trict
Investigate the differences in academic performance based on the characteristics of schools based on contextual variables
Support schools via budgets and programs for improving academic achievement
Examine the effectiveness of the support system Discover academic achievement levels of all students in the relevant
school year Set up educational policies and plans for a support system including
criteria, budget, and programs Inspect accountability of schools and offices of education Improve the national curriculum and methods of teaching and learn-
ing
Problem
International Studies on Student Assessment
International Studies on Student Assessment
A common opinion from PISA is that proportions of top performers are relatively small despite the high aver-age performance [Upward equalization]
Policies for supporting low performing schools (‘School for Improvement’) have been actively implemented: e.g., identifying successfully turnaround schools.
Compared with other countries, educational programs and policies for excellence such as offering AP courses, early advancement in grades, differentiated curricu-lums and specialized programs for high achievers and gifted students were relatively insufficient
Challenges 1 : Top Performers
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Since 2000, a more female-friendly science and mathemat-ics curriculum has been gradually introduced.
Female scientists or engineers were introduced
More gender-neutral language was used in textbooks
The NAEA has developed to monitor how girls and boys ac-quire skills differently .
Providing new mathematics and science textbooks that are more comprehensible and more interesting to stu-dents.
Using teaching methods that encourage experimenting and inquiry-oriented science education.
The family structure in Korea has changed as the number of children per household has rapidly decreased. –
- Parents in Korea today tend to value educating their chil-dren a
great deal, regardless of gender.
Challenges 2 : Gender Difference in Science & Math
Science (2006) (Inter. Avg: 0.00)
Interest: -0.24 / Self-concept: -0.71 / Self-efficacy: -0.21
Reading (2009) (Inter. Avg: 0.02)
Joy of reading : 0.13
Mathematics (2012) (Inter. Avg: 0.00)
Interest: -0.20 / Self-concept: -0.38
Instrumental Motivation: -0.39 / Self-efficacy: -0.36
Anxiety: 0.31
Challenge3: Index of Affective characteristics in PISA
StudentSoci-ety Subject