Student Assessment in...

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

3

I. Education System

Student Assessment Framework

4

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

I

“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.

chojimin@kice.re.kr