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South Korea Experience in achieving high rank in the
International Tests
SANGWOOK PARK, Ph.D. Associate Research Fellow, Center for Global Education
Korea Institute for Curriculum and Evaluation
1. Student Assessments at National and International Levels
2. The Implications of Student Assessment in Korea’s Education
3. Introduction of KICE
Contents
Student Assessments at the National/International level
1.
Korea’s Student Assessment Framework
• NAEA
• CSAT National
• Learning Diagnostic Test
• Pre-CSAT
Metropolitan/Provincial
offices of education
• IEA:TIMSS, ICILS
• OECD: PISA International
Student assessment within schools
National Assessment of Educational Achievement
Key Characteristics of NAEA
• Assessment Based on National Curriculum
• Achievement Standards – Descriptions specifying the objectives and
content of the national curriculum to guide teaching and learning
• Assessment for Population – Since 2008, NAEA is a census test for all
students who study national curriculum
6
7
Assessing academic achievement based on national
curriculum
Grades Subjects Contents
9th grade
Korean language,
Social Studies,
Mathematics, 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 9th grade are assessed in a sample
survey(since 2012)
Assessment Framework
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
Change of NAEA
NAEA Scoring and Reporting
Provides status and progress on subject-matter achievement
Standard Setting
▼ Performance
Level Descriptions &
Cut-scores to divide
achievement levels
Advanced
Basic
Proficient
Below-Basic
Year1
Test Equating ▼
Comparable Score to analyze
the trend of students’
achievement by year
Year2
Modified Angoff Method IRT true score
equating
Percentage(%)
3.2 1.4 1.0 2.8
6.5 6.7 5.0 6.7 6.1 4.0 3.4 3.3 8.1 5.1 4.8 6.4 3.9 1.3 2.2 3.3
23.7 17.2 15.2 13.5
34.6 29.6 26.6 28.0 34.6 31.5 29.8
21.7
35.0 33.7 37.2 34.1 28.3 28.0 23.9 21.7
49.9
50.3 52.5 52.7
37.7 49.1 49.0
52.6 37.7 44.0 50.0
46.9
36.9 43.9 44.3 48.1
42.4 38.5 45.9 46.9
23.1 31.0 31.1 31.1 21.6 14.6 18.9 12.6
21.6 20.6
16.6 28.1 19.9
17.3 13.5 11.5 25.4 32.2 27.9 28.1
'10 '11 '12 '13 '10 '11 '12 '13 '10 '11 '12 '13 '10 '11 '12 '13 '10 '11 '12 '13
Korean Language Social Study Math Science English
Below basic Basic Proficient Advanced
Achievement Trends in 5 Subjects:
9th (20010 ~ 2013)
Outcomes of “School For Improvement” Policy
(2009 ~ 2012)
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
(%)
YEAR
6th 9th
11th
Provided by MOE(2013)
Web-sites for teacher, student and parent
College Scholastic Ability Test
An assessment tool designed to measure students’ academic readiness for college education
An achievement test that also measures high-order thinking skills
The CSAT is administered once a year (in Nov.).
Commissioned by the Ministry of Education, KICE develops and implements the test each year.
Key Characteristics
Administration
What is CSAT?
Test composition
7 Areas of Study
Test-takers can select all or some of the 5 tests
Korean
Language Math English Inquiries
Social
Studies
Sciences
Vocational
Education
2nd Foreign
Languages/C
hinese
Characters &
Classics
Student Assessment 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
OECD PISA
Key Characteristics
Purpose
Aims to provide participating countries with a chance to investigate students’ performance in cognitive domains and educational backgrounds which influence student achievement
Target 15 years old
Cycle 3 years
Assessment Instrument
Test Reading, Mathematics, Science, Problem Solving
Questionnaire Student, School, Parent, Teacher
Assessment Mode
Paper-based Assessment (PBA), Computer-based Assessment (CBA)
PISA Results
525
534
556
539 536
547
542
547 546
554 552
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
Science literacy by Proficiency Level
11.2 6.3 6.7
21.2
18.5 18.0
31.8
33.1 33.6
25.5 30.4 30.1
9.2 10.5 10.6
1.1 1.1 1.1
0
10
20
30
40
50
60
70
80
90
100
PISA 2006 PISA 2009 PISA 2012
level 6
level 5
level 4
level 3
level 2
level 1 and below
Main results of PISA
TIMSS
Key Characteristics
Purpose
Utilizing the basic data for establishing the educational policies of participating countries that affect the achievement of educationally coherent information linked to achievement
Target 4th graders & 8th graders
Cycle 4 years (TIMSS 1995 is first assessment)
Assessment Instrument
Test Mathematics, Science
Questionnaire Student, School, Parent, Teacher, Curriculum
Assessment Mode
Paper-based Assessment (PBA)
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
TIMSS Results
581
605
576 587
560
580
600
620
1995 2011 1995 2011
Math Science
Mean score
Mean score
581 587 589 597
613
546 549 558 553
560
500
550
600
650
1995 1999 2003 2007 2011 1995 1999 2003 2007 2011
Math Science
Mean score
Mean score
Grade 8
Grade 4
Rank 2 2 1 1
Rank 3 2 2 2 1 4 5 3 4 3
Feedback to Schools: leaflet, Reports, Seminar…
The Implications of Student Assessment in Korea’s Education
2.
NAEA helps checking the accountability of school
education as well as measuring students achievements
and the trends.
CSAT has provided fair and objective information in the s
election process at universities on the basis of a valid and
reliable test, and normalized high school education by dev
eloping tests based on the content and level of the high sc
hool curriculum.
Roles of National assessments
1) Increasing quality schools
serve as indicators of school achievement and a method of objectively evaluating the quality of schools
2) Attaining policy goals for the improvement of basic
education The school support policy has been executed since 2009 and
has shown significant positive results in raising school capacity and supporting low achieving students.
3) Contribution to standardization rates of student
Reducing the achievement gaps between the urban and rural
areas
26
Percentage of students at different levels
Role of PISA/TIMSS in Korea
▣ PISA & TIMSS are not a high stakes assessment of a big influence in
Korean society. Korea has generally achieved good results from
international assessment ,so that its effect did not lead to an extensive
educational reform.
BUT
▣ Korea has reflected the results on establishment of educational
policies or improvement of the national curriculum in various ways. For
example, decreased science performance in PISA 2006 has an impact
of conducting a policy to strengthen science education.
▣ PISA/TIMSS results help us understand and improve our education
system. Low achievement in affective domains makes educators focus
more on improving teaching method and curriculum.
Implications:
1) top/low performing students
2) Gender Difference in Science & Math
3) Index of Affective characteristics in PISA
Results of TIMSS 2011
Grade 8 Mathematics (2011)
- Confidence : - Interest : - Value :
3%
34%
63%
14%
45% 41%
0%
10%
20%
30%
40%
50%
60%
70%
confident somewhat
confident
not
confident
Korea Inter. Avg
8%
36%
56%
26%
42%
31%
0%
10%
20%
30%
40%
50%
60%
like somewhat
like
do not
like
Korea Inter. Avg
14%
52%
34%
46%
39%
15%
0%
10%
20%
30%
40%
50%
60%
value somewhat
value
do not
value
Korea Inter. Avg
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 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 education
Introduction of KICE 3.
Educational Research Institutions
32
33
the National Curriculum and educational evaluation,
the improvement of teaching and learning techniques,
development and authorization of textbooks, and
the implementation of national-level educational testing.
To contribute to the qualitative improvement of primary and secondary
education and the nation’s educational development through the research,
development and implementation of curriculum and educational evaluations.
Government-funded educational research institution
Established on January 1, 1998 under the KICE Act
Goal
Research carried out by KICE covers
Introduction of KICE
Mission
Vision
Directions for mid-and long-term
development
Supporting advanced education through high quality research
Improving pubic trust by the accomplishment of reliable projects
Maximising capabilities based on autonomy and achievements
To contribute to the qualitative improvement of primary and secondary
education and the nation’s educational development through the research,
development and implementation of curriculum and educational evaluations.
To be a world-class research institute for curriculum and educational evaluation moving towards advanced and leading education
Management System
35
Leader of Public Education in Knowledge-based Society
Curriculum
Educational Evaluation
Teaching & Learning
Primary & Secondary Education
Textbook Authorisation
Achievement Test, CSAT,
etc.
Operating Central Teaching & Learning
Centre
National Education
Policy
Feedback
Input
Adjusting
Social Change
&
Reflecting
User
Requirements
Constructing
Worldwide
Education
Network
Implementation & Management
Research & Development
Rank
Elementary School Middle School High School
Boy Girl Boy Girl Boy Girl
1 Athlete Teacher Teacher Teacher Teacher Teacher
2 Scientist Entertainer Doctor Entertainer Scientist Entertainer
3 Doctor Chef Athlete Doctor Businessman Scientist
☞ 2015
M
H
E
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