student assessment in...
TRANSCRIPT
Student Assessment in Korea
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JIMIN CHO (Korea Institute for Curriculum & Evaluation)
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Contents
IIntroduction: Education System in Korea
IIStudent Assessment at
- School level- National level- International level
IIIReflections
I. Education System
G1~G6
G7~G9:Lower Secondary
G10~G12: Upper Secondary
Compulsory education
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I. Education System
Student Assessment Framework
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Student Assessment within School (Paper& Pencil, Performance)
• IEA: TIMSS, ICILS
• OECD: PISAInternational
• National Assessment of Educational Achievement(NAEA)
• College Scholastic Ability Test(CSAT)National
• Learning Diagnostic Test
• Pre-CSAT
Metropolitan/Provincial offices of Education(17)
• Administering performance tests and paper-pencil tests (midterm and final exam)
• Recording each student’s achievement on NEIS(National Education Information System)
School
• Student Assessment based on curriculum• Performance test and paper and pencil
test• Extra Curriculum Activity
• Creativity Activity• Behavior Development • Character, Convergence, integration
1. School Level
II. Student Assessment
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II. Student Assessment
2. National Level
Investigate national accountability of public education
Check out academic performance level of individual student
Suggest educational policy based on empirical research resultsbetween educational context variables and academic achievement of each school level and student background
based on national curriculum according to school levels, gender, regionalsizes, provincial educational agencies, etc.
to guarantee all students’ progress toward achieving basic knowledge andskills
NAEA plays an important role to support educational policy in national level
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II. Student Assessment
Purpose of NAEA
GUIDING the school
toward betterassessment
methods
Continuous Implementation and Improvement
IMPOVINGthe teaching& learning
method
PROVIDINGData for
Improving a curriculum
DIAGONOSINGthe educational
achievement
EXPLORINGNew research
design & methods
NAEA
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II. Student Assessment
NAEA Characteristics
• Assessment Based on National Curriculum
• Criterion-Referenced Assessment based on Achievement Standards (cf. CCSS)- statements specifying the objectives and content of thenational curriculum to guide teaching and learning activities
• Achievement levels- Advanced, Proficient, Basic, Below-Basic
• Scaling and Equating procedures
- Common items
- Standard Setting for the revision of National Curriculum
- Trend of student performance over time.
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II. Student Assessment
Assessment Framework of NAEAGRADE
SUBJECT
Grade 9 , 11
Korean,, Mathematics, English Social Studies, Science (9th sample only)
* Background information
Social Studies, Science and EnglishMultiple-choice items and performance-based items
Korean and Mathmultiple-choice items and short-answer items
Korean and English Listening test
TEST
Questionnairs Students, Teachers, Schools(Principals)9
II. Student Assessment
Questionnaires of NAEA
- School Features- School Facilities- School-Level Curriculum Management- School Climate, etc.
SCHOOLS
- Personal Background- Teaching Activities Related to Each Subject- Job’s Satisfaction, etc.
TEACHERS
- Personal and Family Background- Extracurricular Activities- Learning Method and Attitude- School Life- Learning Related to Each Subject, etc.
STUDENTS
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II. Student Assessment
Achievement Levels of NAEA
BASIC
BELOW BASIC
PROFICIENT
ADVANCED
Proficient cut-off score
Basic cut-off score
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 )
Advanced cut-off score
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3,2 1,4 1 1,2 2 6,1 4 3,4 5,1 5,7 3,9 1,3 2,2 3,3 3,3
23,717,2 15,2 12,6 10,7
34,631,5 29,8 28,5 27,5 28,3
28 23,9 21,7 21,4
49,9
50,3 52,5 56,2 60,8
37,7 44 50 53,4 53,942,4
38,5 45,9 46,9 44,9
23,131 31,1 30 26,5 21,6 20,6 16,6 13 12,8
25,432,2 27,9 28,1 30,3
‘10 ‘11 ‘12 ‘13 ‘14 ‘10 ‘11 ‘12 ‘13 ‘14 ‘10 ‘11 ‘12 ‘13 ‘14
Korean Language Math English
II. Student Assessment
Monitoring of Student Achievement
Grade 9 (2010 ~ 2014)Percentage(%) Below basic
Basic
Proficient
Advanced
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“Zero Below-Basic Plan” & “Upward Equalization”
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II. Student Assessment
Monitoring of Student Achievement Ⅱ
Gender difference at lower and upper secondary level
Trends of Student rates at above basic and below basic
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II. Student Assessment
3. 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
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II. Student Assessment
PISA ResultsPISA 2000
(43)
PISA 2003
(41)
PISA 2006
(57)
PISA 2009
(75)
PISA 2012
(65)
PISA 2015
(70)
Reading
Mean 525 534 556 539 536 517
RankOECD 6 2 1 1~2 1~2 3~8
ALL 7 2 1 2~4 3~5 4~9
Math
Mean 547 542 547 546 554 524
RankOECD 2 2 1~2 1~2 1 1~4
ALL 3 3 1~4 3~6 3~5 6~9
Science
Mean 552 538 522 538 538 516
Rank OECD 1 3 5~9 2~4 2~4 5~8
ALL 1 4 7~13 4~7 5~8 9~14
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II. Student Assessment
PISA Proficiency Level
Reading ScienceMathematics
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II. Student Assessment
Gender Difference in PISA
400
450
500
550
2000 2003 2006 2009 2012 2015
Boys
Girls
400
450
500
550
2000 2003 2006 2009 2012 2015
Boys
Girls
400
450
500
550
2000 2003 2006 2009 2012 2015
Boys
Girls
Reading ScienceMathematics
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II. Student Assessment
Student Attitude towards Science
-0,14
-0,07
0.03
-0,02
-0,28
0,020,020,00
0,14
0,04
-0,02
0,00
-0,35
-0,25
-0,15
-0,05
0,05
0,15
Instrumental motivation
Korea OECD
Epistemic belief
Science activities
Science self-efficacy
Science Interest
Enjoyment
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II. Student Assessment
TIMSS ResultsTIMSS
1995
TIMSS
1999
TIMSS
2003
TIMSS
2007
TIMSS
2011
TIMSS
2015
Math
G4Mean 581 - - - 605 608
Rank 2 - - - 2 3
G8Mean 581 587 589 597 613 606
Rank 3 2 2 2 1 2
Science
G4Mean 576 - - - 587 589
Rank 1 - - - 1 2
G8Mean 546 549 558 553 560 556
Rank 4 5 3 4 3 4
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II. Student Assessment
Gender Difference in TIMSS G8
Boys
Boys
GirlsGirls
ScienceMathematics
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II. Student Assessment
Student Confidents in Math and Science
ScienceMathematics
Very Confident
Not Confident
Confident Very Confident
ConfidentNot
Confident
Korea International Average
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What makes students perform well?III. Reflections
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• Motivation• Curiosity etc.
• Quality of Teachers College• Job Condition
(stability, salary, pension…)• Professional development
Parent
TeacherSchool
Government
• Systemic monitoring• Quality assurance of Curri & Eval• Supporting teacher’s professional development
Student
• Hope for success via child• Belief: education = success
Great enthusiasm for education
What have we missed?
III. Current Issues and Thoughts
1) Collaboration - too much focused on competition
2) Student’s interest, passion, creatives – cramming for test
3) Inquiry, Process - Results/Rank oriented
4) Holistic growth – only focusing on score
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What do we go for?
III. Reflections
1) Integrative approach – Cognitive & Non-Cognitive
2) Assessment for Learning – Process oriented assessment
3) Competency based Assessment
4) Alignment of Teaching, Learning, & Assessment
Eg) critical thinking, communication, social responsibility etc.
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Thank you.