School Development based on Assessments for Quality Education in the Republic of Korea

JIMIN CHO, Vice President, Korea Institute for Curriculum and Evaluation

1 Governmental Institutions

Curriculum

Educational Evaluation

Teaching & Learning

Primary & Secondary Education

Implementation & Management

Research &Development

TextbookAuthorisation

Achievement

Test, CSAT, etc.

Operating Central Teaching & Learning

Centre

National Education Policy

Feedback

Input

Adju

stin

g S

ocia

l Change &

Refle

ctin

g U

ser R

equire

ments

KICE Integrative Management System 2

3 Significance of Assessment-national level

Gathering, analyzing, and using informatio

n about student learning

Collecting Objective Data

• NAEA, CSAT

• Improving teaching and learning

• Diagnosing students’ academic performance

• Providing materials for educational uses and policies

Educational Accountability

• Educational policy making

• Raising accountabilities of school, school district, and government

DIAGNOSING : Academic achievement

PROVIDING : Data and information

IMPROVING : Teaching and learning

EXPLORING : New research design and methods

ENHANCING : School’s accountability

NAEA

Purpose of the National Assessment of Educational Achievement(NAEA)4

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 studentsSample-based test 2008

NAEA Revisions5

- School Features

- School Facilities

- School-Level Curriculum Management

- School Climate

SCHOOLS

- Personal Background

- Teaching Activities Related to Each Subject

- Job’s SatisfactionTEACHERS

- Personal and Family Background

- Extracurricular Activities

- Learning Method and Attitude

- School Life

- Learning Related to Each Subject

STUDENTS

NAEA Survey based on Contextual Variables 6

Cut-scores to divide achievement levels Performance Level Descriptions

Advanced level

Proficient level

Basic level

Below-Basic level

Standard Setting Advanced cut-off score

Proficient cut-off score

Basic cut-off score

Standard Setting for Achievement Levels: MC+CR7

Achievement Levels of NAEA

ADVANCED

Level

PROFICIENT

Level

BASIC

Level

Superior academic performance of required knowledge and

skills

(Above 80% reached to the desired performance that must be

achieved in each content and grade )

Solid academic performance of required knowledge and skills

(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

Base Line of basic academic achievement

8

Trends of NAEA9

Outcomes of “School For Improvement” Policy : After School Program

2.8 2.1

1.1 1.2

1.7 1.5

0.8 0.7

0.0

0.5

1.0

1.5

2.0

2.5

3.0

2009 2010 2011 2012

(%)

YEAR

11.0

7.1

3.9 3.9

6.4

4.2

2.2 2.2

0.0

2.0

4.0

6.0

8.0

10.0

12.0

2009 2010 2011 2012

(%)

YEAR

18.4

10.5

8.1

6.8 5.6 3.5

3.1 2.9

0.0

4.0

8.0

12.0

16.0

20.0

2009 2010 2011 2012

(%)

YEARProvided by MOE(2013)

10

Regional gap

Trying to reduce the regional gap

Below basic Basic above

%of below basic in 17 provinces

11

Advanced Proficiency Basic Below basic

Metropolitan cities rural

Regional Trends/ School Progress Index

School Progress Index of 17 Provinces in 2014

12

• Once a year

• Number of students who took the NAEA

• Percentage of students at each level (Below Basic, Basic, Proficient and Advanced)

• School Progress Index

School Information Disclosure

Act on the Disclosure of Information of Education-related Institutions

Enforcement Decree of the Act

www.schoolinfo.go.kr

Release the results of the assessment to the public to build a

“comprehensive student service mechanism”

- Uploading achievement levels and SPI on “School Reporter” for the public

School Reporter: www.schoolinfo.go.kr

13

Dissemination of NAEA results14

Feedback to Schools: leaflet, Reports, Seminar…15

Use of the NAEA Results for school development16

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

The Implications of Student Assessment in Korea’s Education17

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

18

Percentage of students at different19

Upward equalization

21

20 PISA: Reading by Proficiency level

PISA Results

525

534

556

539536

547

542

547 546

554552

538

522

538 538

500

510

520

530

540

550

560

2000 2003 2006 2009 2012 2000 2003 2006 2009 2012 2000 2003 2006 2009 2012

Reading Math Science

Mean score

Rank 6 2 1 2~4 3~5 2 3 1~4 3~6 3~5 1 4 7~13 4~7 5~8

21

Trends in Science Literacy by Gender

Trends in Science Literacy by Gender

561 point541 point

546 point 527 point

537 point 539 point

PISA 2003

PISA 2006

PISA 2009

539 point 539 point

PISA 2012

22

Trends of Korean Students in TIMSS

581 587 589

597

613

546 549

558

553

560

540

560

580

600

620

1995 1999 2003 2007 2011

Mathematics

Science

Both math & science achievement of TIMSS 2011 increased from TIMSS 1995

4th

581

605

576

587

570

580

590

600

610

1995 2011

Mathematics

Science

8th

math & science achievement tend to be increased

23

Implications from PISA/TIMSS

1) top/low performing students

2) Gender Difference in Science & Math

3) Index of Affective characteristics in PISA/TIMSS

Confidence Interest

Value

3%

34%

63%

14%

45% 41%

0%10%20%30%40%50%60%70%

confident somewhatconfident

notconfident

Korea Inter. Avg

8%

36%

56%

26%

42%31%

0%10%20%30%40%50%60%

Korea Inter. Avg

14%

52%

34%

46%39%

15%

0%10%20%30%40%50%60%

value somewhatvalue

do notvalue

Korea Inter. Avg

24

• Free Semester Program is to help studentsdevelop self-directed learning skills & attitudes byexploring their career and dream for one semester.

• Middle schools should implement the FreeSemester for one semester.

Free Semester Program

• There were excessive competition anduniversity entrance exam-orientededucation in the past, but theeducational environment tries to bechanged to the direction of students’happiness, talents, and dreams.

25

Exploration of the reasons of affective achievement of various domains

as well as finding the teaching and learning support plan for affective

achievement

How to aligning curriculum, teaching and assessment at international,

national, regional and school level

How to focusing on the types of skills requested at global level

- upcoming 2015 revised national curriculum in Korea

Challenges in Korea’s education26

Thank you for your attention!

2016

Further Information

www.kice.re.kr

chojimin@kice.re.kr