• Title/Summary/Keyword: 성취기준

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Analysis of Change of Achievement Standards according to Curriculum of Mathematics in Elementary School: Focusing on Number and Computation Area (초등학교 수학과 교육과정에 따른 성취기준 변화 분석: 수와 연산 영역을 중심으로)

  • Kim, Hyunmi;Sihn, Hanggyun
    • Journal of Elementary Mathematics Education in Korea
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    • v.23 no.1
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    • pp.19-41
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    • 2019
  • In this study, we present an analysis framework based on the 2015 revised curriculum to analyze how mathematical contents and achievement standards for domains of numbers and computations have changed in the curriculum of elementary mathematics in Korea. Based on this, we classified the achievement standards by type and investigated their characteristics. The achievement standards for numbers and computations can be divided into the successive, the extinctive, and the additive achievement standards depending on their characteristics. The successive achievement standards are the ones that have consistently existed without being removed from the 1-st curriculum to the latest revision in 2015. The extinctive achievement standards are the ones that have been removed at some point during the revisions of nine times and do not remain in the current revision in 2015. The characteristics of the extinctive achievement standards were analyzed to be different before and after the 4-th curriculum. The additive achievement standards refer to the ones that have been newly added to the curriculum or that have been removed at a certain moment but added back in later and thus exist in the current revision in 2015. The characteristics of each type according to the changes of the achievement standards can be thought to be the results that the revision for the mathematics curriculum in Korea has been faithfully conducted. Based on the results of this study, we suggest some implications for organizing the achievement standards in the future curricular development.

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A Comparative Analysis of South Korean and the U.S. Home Economics Curricula and Achievement Standards (한국과 미국의 가정과 교육과정과 성취기준 비교 분석 연구)

  • Kwon, Yoojin;Kim, Eun Jeung;Lee, Yoon-Jung
    • Journal of Korean Home Economics Education Association
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    • v.25 no.4
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    • pp.29-46
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    • 2013
  • The concepts of core competencies and achievement standards were newly introduced within national curriculum documents since the 2009 Revised National Curriculum. The purpose of this introduction was to develop a curriculum that reflects unique characteristics of each subject and for the effectiveness of student evaluation. The purpose of this study was to suggest a direction for the future national curriculum and achievement standards development through comparing the national curriculum and standards between South Korea and the U.S. In particular, this study focused on two aspects: 1) the hierarchical relationships and the structural system of achievement standards in the curricula of two countries, and 2) the details of differences in two countries' achievement standards of a specific content area, 'family'. The results are as follows: the Korean national curriculum includes core competencies was included in the objective statement, and standards were provided as a lower-level system, while the U.S. national standards was composed of hierarchical system of comprehensive standards(higher-level), contents standards(middle-level), and competencies(lower-level). This may be attributable to the difference in the definition of competencies. The analysis results of detailed contents of the curriculum was related to the terminologies used in curriculum documents of the two countries. For example, work and family balance was frequently mentioned in Korean document, while the U.S. national curriculum just displayed multiple roles of individuals rather than using the term explicitly. Also, terms such as happiness and welfare were frequently mentioned in Korean curriculum, while 'well-being' was more frequently used in the U.S. curriculum. These differences in usage of terms reflects the differences in cultural values and perspectives of the two countries.

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An Analysis of Achievement Standards Statements in the Elementary Mathematics Curriculum of Korea (초등학교 수학과 교육과정 성취기준 진술 방식 분석)

  • Cho, Inyoung;Kang, Wan
    • Journal of Elementary Mathematics Education in Korea
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    • v.22 no.1
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    • pp.69-92
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    • 2018
  • In this study, we analyzed whether 2015 revised elementary school mathematics curriculum 's standards statements reflect the direction of 2015 revised curriculum. For the objectivity of analysis, 128 achievement standards statements were analyzed based on content - centered statements, activity - centered statements, and performance - centered statements by Seo Young - jin 's (2013). As a result of the analysis, it can be seen that the 2015 revision elementary mathematics curriculum achievement standards statements do not contain enough information to expand the mathematical competence of students. To complement this, the achievement standards statements should include more elements than 'content + function', and other criteria should be developed to clearly communicate the meaning of the achievement standards statements. And it is necessary to supplement the expression of 'function' in the achievement standards in order to improve the expression of the elementary school mathematics curriculum achievement standards statements.

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Analysis of Change of Achievement Standards According to Curriculum of Mathematics in Elementary School: Focusing on Geometry Domain (초등학교 수학과 교육과정에 따른 성취기준 변화 분석: 도형 영역을 중심으로)

  • Kim, Hyunmi;Sihn, Hanggyun
    • Journal of Elementary Mathematics Education in Korea
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    • v.23 no.4
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    • pp.437-457
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    • 2019
  • In this study, we analyzed how the content and achievement criteria of the Geometry domain of Korean elementary school mathematics curriculum have changed. To this end, based on the analysis framework based on the 2015 revised curriculum, the achievement standards for each period were classified into continuous, extinct, and additional types, and their characteristics were examined. In the domain of Geometry, continuous achievement standards accounted for 51% of the total, and there were many achievement standards that remained unchanged in grade and domain. The extinctive achievement standard is 20.4% of the total, and the mathematics contents that were rapidly introduced due to the modernization of mathematics in the 3rd curriculum were eliminated the most from the 4th curriculum, and after the 7th curriculum, With the introduction of staged curriculum and the system of school year group, the contents of learning were either integrated or moved to middle school. The additional achievement standard was 28.6% of the total, and the achievement standard was added the most with the introduction of spatial sensory development in the 7th curriculum. The GAct that the additivel achievement standard is more than the extinction achievement standard in the Geometry domain is the result of the efforts to actively introduce the geometric contents appropriate to the times despite the great flow of curriculum revision of the curriculum reduction. It is hoped that the results of these studies will be used as basic data in the formation of new achievement standards in future curriculum development.

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Analysis of Achievement Characteristics by Achievement Standard of the Middle School Curriculum Based on the National Assessment of Educational Achievement (학업성취도 평가 결과에 기반한 중학교 교육과정 성취기준별 성취 특성 분석)

  • Lee, Jaebong;Ku, Jaok;Choi, Wonho;Shim, Kew-Cheol;Shin, Myeong-Kyeong
    • Journal of The Korean Association For Science Education
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    • v.40 no.5
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    • pp.473-483
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    • 2020
  • The purpose of this study was to analyze the characteristics of students' academic achievement of middle school science curriculum achievement standards in the 2009 revised national curriculum and to generate implications for curriculum improvement. Based on the results of the 2015-2018 National Assessment of Educational Achievement (NAEA), we analyzed middle school students' mastery of 84 curriculum achievement standards. In the analysis, we used representative item information by achievement level and correct answer rate and checked the validity of the determination of mastery. According to the results of the analysis, 15 of the 84 achievement standards could not determine the degree of achievement. In science, many achievement standards could be mastered only by above-average group students. By achievement level, there were six achievement standards that advanced achievement-level students did not achieve, 38 achievement standards judged to represent mastery by advanced achievement-level students, 23 achievement standards judged to represent mastery by proficient achievement-level students, and two achievement standards judged to represent mastery by basic achievement-level students. By content area, the number of achievement standards corresponding to advanced and proficient levels was similar in the areas of motion and energy and earth and space domains. In the material and life domains, there were more achievement standards corresponding to advanced levels. Accordingly, it is necessary to reinforce customized teaching and learning activities in relation to achievement standards that were under-achieved.

Analysis for the Duplication of Achievement Standards between Science and Other Subjects in the 2009 Revised National Curriculum (2009개정 교육과정에서 과학과와 타교과의 성취기준 중복성에 대한 분석)

  • Park, Jae-Keun
    • Journal of Science Education
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    • v.38 no.2
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    • pp.231-243
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    • 2014
  • The purpose of this study was to compare the duplication problem of achievement standards between science and other subjects in the 2009 Revised National Curriculum and to search for solutions and implications for this problem. From the results of this study, we found that the achievement standards of practical arts, social studies, physical education and ethics were overlapped with science's ones. The duplication of content elements for 'our body and health', 'living things and environment', 'biodiversity' and 'natural disaster' categories was not high, that is, their achievement standards were relatively well-differentiated and reflected the intrinsic characteristic of each subject under common topics. But, in case of 'reproduction and development' and 'world of technology' categories, the problem of duplications was serious. In order to cope with this problem, we need to consider solutions such as merging or integrating the achievement standards of related subjects. The relevant experts should conduct in-depth discussion and negotiation, and develop achievement standards more consistent with the identity of each subject.

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The Direction for Revising the Achievement Standards in Korean Home Economics Education: Focussing on the Comparison with the U.S. National Standards (가정교과 성취기준의 서술방식 개선 방향 - 미국 국가 기준과의 비교를 중심으로 -)

  • Kim, Eun Jeung;Kwon, Yoojin;Lee, Yoon-Jung
    • Journal of Korean Home Economics Education Association
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    • v.25 no.1
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    • pp.37-54
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    • 2013
  • This study aimed at examining the characteristics of the Korean home economics achievement standards at secondary education level, and comparing with those of U.S. home economics national standards. The specific research questions were as follows. First, the characteristics of Korean and U.S. achievement standards were examined respectively. Second, the standards of the two countries were examined in terms of the grades involved, development areas, specification level, sequence of courses, and format of statements, adopting the analysis framework of Lee, Jang, and Park(2012). Third, the achievement standards of the two countries for specific content areas, i.e. 'understanding adolescents' and 'understanding family' were compared in terms of the styles and format of statements. The findings suggest that in developing the Korean achievement standards, integration with the curriculum and detailed and specific statements are important to facilitate adoption at schools. The results of the comparison with the U.S. national standards indicates that it is important to emphasize academic rationale to home economics as a subject by clearly presenting the concepts, contents, and categories. Also, the standards will need to be stated in specific terms to allow practices and evaluations, rather than in terms that reflect value judgments.

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Teachers' Understanding and Application by Implementing 2009 Revised Curriculum Elementary Science Achievement Standards (2009 개정 초등 과학과 성취기준에 대한 교사들의 이해와 활용)

  • Kim, Eun Ju;Lee, Jin Suk;Lee, Xuan;Kim, Dae Hyun
    • Journal of The Korean Association For Science Education
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    • v.36 no.6
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    • pp.911-923
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    • 2016
  • The purpose of this study is to figure out the quality of understanding and implementation for teachers implementing the 2009 revised elementary science curriculum achievement standards. To achieve this purpose, in-depth interviews were conducted with 12 participants, and the qualitative contents method was used to analyze interview contents. According to the interview contents, the results of this study can be described as a phenomenon that teachers implementing achievement standards regarded achievement standards as usual, while focusing on evaluation in school. To make clear of this phenomenon, we classified it into two main dimensions. One is the understanding of teachers by implementing the 2009 Revised National Curriculum achievement standards for elementary school science curriculum, the other is its application. Teachers regarded achievement standards as a criterion, but did not have much attention to it during class time. Furthermore, teachers point out the problems caused by lacking available support materials and the material about core achievement standards. When teachers implemented achievement standards, they prefer to give class to students based on textbooks rather than achievement standards, and they usually use it as evaluation criterion. Based on the results of this study, there were three suggestions and they are as follows: First, it is necessary to improve teachers' professionalism on curriculum and it is a must for teachers to have more concerns about achievement standards; Second, to develop accessible support materials for teachers; Third, to improve curriculum implementation systems.

Suggestions for the Analysis of Elementary Science Curriculum Achievement Standards in the 2015 Revised Curriculum: Focus on the 'Earth and Space' Domain (2015 개정 교육과정에서 초등과학과 교육과정 성취기준 분석 방법의 제안 -'지구와 우주' 영역을 중심으로-)

  • Son, Jun-Ho
    • Journal of The Korean Association For Science Education
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    • v.40 no.2
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    • pp.163-175
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    • 2020
  • The purpose of this study is to propose a method for analyzing suitable achievement standards for the nature of science curriculum. This can be done by introducing various analysis methods, as well as using practical examples to analyze the achievement standards that are the starting point for teaching and learning in the 2015 revised curriculum. In this paper, three methods are shown: ① the method suggested by the Gyeonggido Office of Education, ② the method using understanding verbs of backward design, ③ the method using Bloom's revised taxonomy. In addition, we propose a method to analyze the achievement standards of science curriculum utilizing the characteristics of science curriculum. This method takes advantage of the above three analysis methods. After separating the content and performance verbs, subdividing the performance verbs into the performance verbs of six aspects of understanding and restatement of the achievement standards, the restatement of achievement standards enabled the analysis of in-depth achievement standards by linking to a process-focused assessment plan considering the level of thinking by utilizing the two-dimensional framework of Bloom's revised taxonomy. Through this study, I hope that elementary school teachers will develop meaningful teaching and learning methods that utilize the essence of the subject through in-depth analysis of the achievement standards of science as a subject.

A Comparative Analysis of Achievement Standards Related to Computational Thinking in Korean and U.S. Curriculum (한국과 미국의 교육과정에 나타난 컴퓨팅 사고력 관련 성취기준 비교 분석)

  • Lee, Eunkyoung
    • The Journal of Korean Association of Computer Education
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    • v.22 no.3
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    • pp.15-23
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    • 2019
  • Recently, as the importance of computational thinking(CT) education, the national curriculums of the world have been revised and the international comparative assessment studies have been conducted to evaluate the CT education effects. In this study, researchers compared and analyzed the achievement standards related to CT in Korean and U.S. curriculum. As a result, the number of CT related achievement standards is 16 in Korean and 21 in American. While Korean deals with more specific achievement standards of 'formulating and analyzing problems', American emphasized 'planning and evaluating solutions'. In terms of 'developing algorithms, programs and interfaces', both of them offer concrete related achievement standards, U.S. curriculum include more diverse and concrete practical achievement statements. The results of this study can be used to suggest improvements in practical aspects as well as contents in future Korean curriculum revision.