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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
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