korean education at a glance: national assessments & educational attainment of korea moonbok lee...
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Korean Education at a Glance: National Assessments & Educational Attainment of
Korea
Moonbok Lee
Korea Institute for Curriculum and Eval-uation
Historical backgrounds about Korea’s “education fever”
Hendrick Hamel’s account of Korean education in 17th century
The nobles and the free men take great care for the education of
their
children. They place their children under the direction of teachers
to learn
to read and write. The peope of this country are very enthusiastic
about
[education] and the method they use is gentle and ingenious.
Teachers
offer their students the teaching of earlier scholars and
constantly cite their
example of those who attained fame through high scholarship.
The boys
devote their time to study day and night (Choe, 1987, p. 98).
“The Story of Spring Fragrance” (Chunhyangjeon in Korean),
Korea’s
best-loved folktale
The protagonist, Yi Doryong, is able to save his sweetheart,
Spring
Fragrance (Chunhyang), from a venal new governor by placing
first on
the governemnt exam. He is consequently appointed a secret in-
spector
who anonymously wanders the countryside checking up on local
administrators, and, in the nick of time, coming across the new
governor
oppressing the love he left behind in the countrysice.
Historical backgrounds con’t
Education both as a means for personal self-cultiva-tion and as a way of social advancement
High-stake examination system served as main se-lection mechanism for the limited number of government posts
Formal education organized largely around exams preparation
Historical backgroundscont
Historical backgrounds cont
EDUCATION = EXAMs = SUC-
CESS
TESTocracy” culture
Brief history of Changes in the National Cur-riculum
Key Directions of Revised National Curriculum
Key characteristics- College Scholastic Ability Test - An assessment tool designed to measure students’ academic readiness for
college education
- An achievement + proficiency test that also measures high-order thinking skillsAdministration
- The CSAT is administered once a year (in Nov.).- Commissioned by the Ministry of Education, KICE develops and implements
the test each year.
- High school seniors- People with a high school diploma or equivalent certificate
Test-takers
CSAT
Test composition
Korean Lan-
guageMath English In-
quiries
Social Studies
Sci-ences
Voca-tional
Studies
2nd Foreign
Lan-guages/
Chinese Characters & Classics
Test subjects
Test Associated National Curriculum subjectsNumber of Items
Testing Time
(min)Item type
KoreanLanguage
Type ASpeech & Writing I, Reading & Grammar
I, Literature I
45 80 Multiple choice
Type BSpeech & Writing II, Reading & Grammar
II, Literature II
Math
Type A Mathematics I, Pre-Calculus and Pre-Sta-tistics
30 100
Multiple choice(70%)
short answer (30%)Type B
Mathematics I, Mathematics Ⅱ,Integration and Statistics, Geometry and Vector
English English I, English II
45(including 17 listening
items)
70 Multiple choice
Test Subjects (NC)Number of Items
Testing Time (min)
Item type
Inquiries
Social Studies
Life & Ethics, Ethics & Thought, Korean History, Ko-rean
Geography, World Geography, East Asian History, World History, Law & Politics, Economics, Society &
Culture (up to 2 of the 10)
20 per sub-
ject
30 per subject
Multiple choiceSciences
Physics I, Chemistry I, Life Science I, Earth Science I,
Physics II, Chemistry II, Life Science II, Earth Sci-ence II
(up to 2 of the 8)
Voca-tional Educa-
tion
Agricultural Bio Industry, Industry, Commerce & In-formation, Fishery & Shipping, Home Economics &
Business (1 of the 5)
2nd Foreign Lan-guages/Chinese
Characters and Classics
German I, French I, Spanish I, Chinese I, Japanese I,
Russian I, Arabic I, Basic Vietnamese, Chinese Characters and Classics
(1 of the 9)
30per subject 40 min Multiple
choice
Test subjects cont
Test implementation
Announcement of Annual
Administration Plan
JuneMock Test
September Mock Test
Administration of the CSAT
Mar.
Jun. Sep.
Nov.
Annual events
Test Development & Administration
Test Development
PrintingAdmini-stration
Scoring Score Reporting
Administration Schedule (Time table)
Session Test Time Schedule
Entering the room by 08:10
1st Korean 08:40 ~ 10:00 (80 min)
Break - 10:00 ~ 10: 20 (20 min)
2nd Mathematics 10:30 ~ 12:10 (100 min)
Lunch - 12:20 ~ 13: 10 (50 min)
3rd English 13:10 ~ 14:20 (70 min)
Break - 14:20 ~ 14: 40 (20 min)
4thSocial StudiesSciencesVocational Studies
14:50 ~ 15:50 (60 min)
Break - 15:50 ~ 16: 10 (20 min)
5th2nd Foreign Languages/Chinese Characters and Classics
16:10 ~ 16:50 (40 min)
Registra-tion
NumberName Resident ID
High School(Class or Year of Graduation)
12345678 Kim, Gil-Dong 951234-1234567 Seoul High School (0009)
Test
KoreanMathemat-
icsEnglish
Social Studies2nd Foreign Language/
Chinese C&C
B AKorean His-
toryEconom-
icsJapanese I
Standard Score
131 137 141 53 64 69
Percentile
Rank93 95 97 75 93 95
Stanine 2 2 1 4 2 2
Grade Report Card (Sample)
NAEA
• Assessment Based on National Curriculum National Assessment of Educational Achievement
• Achievement Standards
– Descriptions specifying the objectives and content of the national curriculum enough to guideline in teaching and learning
• Assessment for Population
– Since 2008, NAEA is census test for all students who study national curriculum
Assessment framework
Grades Subjects Contents
9th grade
Korean language, Social Studies, Mathemat-ics, Science, English, and
Questionnaires
All the content covered from
the 7th to the 9th grade, 1st semester
11th grade
Korean language, Mathematics, English, and
Questionnaires
All the content covered in the 10th grade
* Social Studies and Science for 6th grade are assessed in a sample survey(since 2012)
• Assessing academic achievement based on national curriculum
Achievement levels of NAEA
ADVANCED
PROFICIENT
BASIC
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 achieve-ment
Achievement trends in 9th Grade (2009-2012)
'09 '10 '11 `12 '09 '10 '11 `12 '09 '10 '11 `12 '09 '10 '11 `12 '09 '10 '11 `12 Korean Language Social Studies Mathematics Science English
60
40
20
0
20
40
60
80
51.749.950.352.5 50.046.949.149.0
34.837.744.0
50.039.236.9
43.944.3 45.142.438.545.9
17.123.131.031.1
13.516.614.618.9
21.421.6
20.616.6
19.719.917.313.5
26.125.432.2
27.9
26.523.717.215.2
29.030.129.626.632.934.631.529.8 33.435.033.737.2
23.828.328.023.9
4.63.2
1.4 1.0
7.6 6.5 6.75.0
10.9 6.14.0 3.4
7.7 8.1 5.14.8
5.03.9 1.3
2.2
Percentage(%)
Use of results
Mathematics Reading LiteracyScience
Mean
(Korea)
Mean
(OECD)
Rank Mean
(Korea)
Mean
(OECD)
Rank Mean
(Korea)
Mean
(OECD)
Rank
554 494 1 536 496 1~2 538 501 2~4
PISA 2012 Result: Performance of Korean students
PISA 2012 results
-0.2
-0.39 -0.36 -0.38
0.31
0.17
-0.21 -0.21
Intrinsic M
27
Extrinsic M
32
Self-efficacySelf-conceptAnxiety Participationin math activities
33 33 4 8 33 24
OECD aver-age
Mathintentions
Subjective norms in math
PISA 2012 results: Ready to learn
CATEGORY
RANKING
PISA 2012 results: Ready to learn cont
PISA 2012 results: Ready to learn contPercentage of students who reported being happy at school
.
.
.
PISA 2012 results: Ready to learn cont
In Korea, entering a prestigious university is a decisive factor in accomplishing socio-economic success of one’s life and desired career. For Korean students, CSAT score is the first priority to consider when selecting which university to enter and what to major in, rather than their academic interests or aptitude.
Since the measures of effectiveness of education is primarily based on the standardised tests, good teaching means teaching students to ace both in-class achievement tests and high-stake exams like the CSAT. However, the reality is frustrating because many high schools in Korea mainly focus on cramming for knowledge and test-preparations in the classroom.
In a broad sense, education is meant to include socilising skills in teaching, such as attitude, communication, character, leadership and collaboration. In order to make positive educational reform in Korea, we need to seek ways to use the assessment for supporting students to develop talents andachieve their dreams, such as performance assessment, formative assessment, portpolio, etc, instead of using it as a decisive factor to make one’s life decision.
Concluding remarks
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