• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.197-219
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• 2005

This study attempted, in accordance with the National Educational Curriculum, to develop achievement assessment standards for a course within the field of home economics which has been widely adopted by Korean vocational high schools, namely, the food and nutrition subject. Focus was also placed on strengthening the management of the curriculum for this food and nutrition course, as well as on establishing proper assessment standards by developing model assessment tools which can be used to assess the subject. The results of this study can be summarized as follows : First, based on an analysis of the related literature and materials. the desired notion of the achievement and assessment standards was established, and their significance ascertained the achievement and assessment standards for the food and nutrition course were set and the type of model assessment tool which should be developed, as well as the method in which it should be applied. was established Second. by analyzing the curriculums and the contents of the textbooks used in the food and nutrition subject, the researcher was able to compile the 70 factors which could to be used to develop the achievement and assessments standards, and then classify these into 6 main categories and 32 sub-categories. Based on the characteristics of these factors and learners' academic performance levels the number of factors was expanded to 89 in order to establish the achievement standards. In turn, these achievement standards were used, in accordance with the learners' achievement and teaming activity levels, to develop three different levels of assessment standards. namely, upper, middle, and lower ones. Third. a model assessment tool was developed which could be used by individual school units as a reference in terms of achievement and assessment standards, and that could be modified to meet each school's circumstances. In order to create the model assessment tool a 100-question questionnaire was formulated that contained various types of questions, such as essay, report, theoretical and practical, portfolio, as well as multiple choice-type questions. Lastly, the researcher introduced measures to effectively use the achievement and assessment standards developed for the food and nutrition course, as well as the model assessment tool in school units.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.607-616
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• 2016

In the 2009 revised science curriculum, comprehensive verbs such as 'know (38%)' and 'understand (46%)' are used in more than 80% of the achievement standard. Many readers, such as teachers, textbook makers, etc. have difficulties in interpreting the meaning of achievement standard sentences with these comprehensive verbs. On the other hand, 'Trends in International Mathematics and Science Study (TIMSS)' uses more various and specific verbs to express the cognitive domain. In this study, we analyzed the 2009 revised science curriculum achievement standard focusing on the TIMSS cognitive domain assessment framework. We divided achievement standard to 228 sentences and three teachers analyzed the meaning of verbs in achievement standard. There were two main results of this study. First, the verb 'Know' was analyzed into different kinds of meanings, such as 'Describe (27%)', 'Recall/Recognize (25%)' and 'Relate (17%)', etc; and the verb 'Understand' was analyzed into 'Explain (37%)', 'Relate (27%)' and 'Describe (21%)', etc. Second, there appeared to have a disagreement among the three analysts during the process of interpreting the achievement standards when the level and scope of the contents of each grade is not clear. This study concludes that there's a need for continuous discussion on the use of verbs in achievement standard to promote clearer expressions for better understanding.

• Education of Primary School Mathematics
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• v.21 no.1
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• pp.39-53
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• 2018

Most of the studies of mathematics so far have found positive changes in the effectiveness of the academic achievements of academic achievement, as well as positive changes in the effectiveness of academic achievement or attitudes or attitudes towards mathematics. The purpose of this study was to investigate the achievement criteria for the use of the teaching aids and to present the teaching aids and the methods for teaching the learning contents appropriate to the achievement standards. Specifically, it finds the achievement standard suitable for the learning contents instruction course of the textbooks of the elementary school 1st and 2nd graders, finds the available diocese in the standard diocese for the math class, and investigates the diocese in use in the present textbook.

• Journal of The Korean Association of Information Education
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• v.21 no.1
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• pp.127-137
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• 2017

In this paper, previous research materials for the education in the area of information and communications of elementary information curriculum, new improvement and the suitability of contents selection were examined and analyzed. Targeting professors in the departments of elementary computer education nationwide, the importance of the educational contents organization and the appropriateness of education period were investigated. Based on the investigation results, they were evaluated through the verification of the third delphi survey, the final educational contents were selected, and the elements of key concepts, achievement standards were drawn up and suggested. The proposed organization of educational contents in the area of information and communications of the elementary information curriculum and the achievement standards will be able to be used for the re-organization and improvement of detailed elementary information educational contents.

• Journal of Science Education
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• v.39 no.2
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• pp.239-254
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• 2015

The aims of this research were to analyze and compare verbs in the contents of the 7th, 2007, and 2009 revised national curriculum for elementary and middle school science. After the investigation of 1383 verbs in description of achievement standards and inquiry, we found that 'to know'(15.0 %) in elementary school and 'to understand'(24.2 %) in middle school were the most frequently used ones, totally in these three curriculums. In the 7th national curriculum, frequently used verbs in elementary school were ones related with inquiry such as observation, investigation and so on though 'to understand' had the most common verbs. Secondly, 'to explain' ranked top among verbs in the 2007 revised national curriculum. It showed some possibility of influences of the discussion-oriented situation at that time. Finally, however, in 2009 revised national curriculum, 'to know' and 'to understand' occupied the first and second portion of the verb distribution. In addition, 'to understand' and 'to observe' were used evenly through three curriculums but the portions of 'to know' increased through curriculum revisions. Some implications and discussions were also added with suggestions for further researches.

• Journal of architectural history
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• v.8 no.3 s.20
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• pp.75-89
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• 1999

Under the WTO system, global standardization of professionalism in architecture practice calls for transformation of curriculum in architectural education in Korea. This paper compares the curriculum standards of international accrediting authorities such as NAAB and RIBA based on UIA accord which defines fundamental knowledge and abilities of an architect. As a result this paper extracts 51 achievement oriented criteria of architectural education in Korea. It can be categorized as communication, design, cultural context(history and theory, human behavior and social aspects), technical systems(structural systems, environmental control systems, construction material and assemblies) and practice(project process, project economics and business management, laws and regulations). Based on this recommended Korean curriculum standards, current curriculum is analyzed focusing on the 5 architectural programs in Seoul. Through this analysis, it became clear that some area - social and economic aspects in architecture, sustainability in architecture, understanding and selection of construction material, assemblies and environmental control system, recycling of existing building, professional liability, professional rules of conduct, project economics and project management - need to be covered and emphasized to meet the international standards in professional education in architecture. The result in this paper will be used as a basic data in the process of finding the direction of restructuring curriculum for professional architectural education in Korea.

• Journal of Science Education
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• v.48 no.1
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• pp.1-14
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• 2024

The Korean Science Education Standards (KSES) were developed to support the establishment of a domestic national science curriculum to respond to future social and environmental changes as an action plan to improve scientific literacy in the context of science education. In this study, we analyzed the relationship between KSES and the 2022 revised middle science curriculum focusing its learning contents and learning objectives and sought effects of the successful implementation of the curriculum. As a result, the content system of the 2022 revised middle science curriculum was highly related to the categories of knowledge in KSES. Attempts to deal with the content related to the nature of science was also confirmed through content elements in science and society domains. In the case of achievement standards, it was focused on some areas of the performance expectations in KSES, but the level of statement of the achievement standards closely matched the level of middle school students as suggested by KSES. From these results, it was possible to confirm the high relationship between the 2022 revised middle science curriculum and KSES, as well as the possibility of using KSES as an international indicator for establishing future science education plans.

• Journal of the Korean Chemical Society
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• v.62 no.3
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• pp.235-242
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• 2018

The purpose of this study is to analyze the chemistry curriculum between Korea and New Zealand. Both countries state that they want to cultivate their key competencies through the curriculum, and Korea' key competencies are similar to New Zealand'. Also, we find a strong correlation between key competencies of Korea science and achievement aims of the nature of science in New Zealand. Specially, the achievement standards that cultivate the key competencies are presented separately in New Zealand curriculum and NCEA, and confirms the achievement level through internal evaluation. By comparison, the curriculum content for chemistry is a good fit because of the overlap in the content. The Chemistry I is in the 7th level of New Zealand curriculum and the Chemistry II is in the 7th and 8th levels of New Zealand. However, there are some differences in hydrocarbon, ideal gas equation, colligative property and understanding of spectroscopic data.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.571-587
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• 1998

This paper reviews and analyzes the conceptions of science achievement in the United States and Korean reform documents, including those on science content standards(NSES, Porject 2061, and Korean 7th science curriculum), performance standards(New Standards, and Survey of Ecucational Achievement in Korean Elementary and Secondary Schools), and large-scale assessment framworks(1996 NAEP, TIMSS, The National Assessment of Science Inqury Abilities, The National Assessment of Science Knowledge, and The National Assessment of Affective Characteristics related to Science). The analysis of these documents indicates that there is an overall agreement on the conceptions of science achievement. The documents consistently emphasize high achievement in terms of knowledge and abilities in scientific, technological, social, and environmental perspectives. In addition, these documents define science achievement at different developmental levels and at certain depths of knowledge and abilities for all students. Despite the overall agreement, there are also noticeable variations among the documents because of different contexts and purposes. There is a difference in the balance of representations or emphases among content and process standards in the documents. The conceptions of science achievement in the Korean documents are not as comprehensive or inclusive as those in the United States documents. There is no representation of the mathematical world, the nature of science, historical perspectives, unifying concepts, or scientific communication. From these results, two conclusions are drawn. First, more coherent conceptions of science achievement are needed for common understanding among educators and the public. Second, efforts are needed for developing more comprehensive and inclusive conceptions of science achievement in Korea.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.2
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• pp.247-272
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• 2019

The purpose of this study is to analyze the teaching of statistical graphs according to elementary mathematics curriculum. To do this, we set up three research questions as follows. First, what is the change in achievement standards related to the teaching of statistical graphs in elementary mathematics curriculum? Second, what is the change in the teaching of the drawing of statistical graphs in elementary mathematics curriculum? Third, what is the change in the teaching of understanding of statistical graphs in elementary mathematics curriculum? For the first research question, we analyzed the achievement standards related to the teaching of the statistics of the 2015 revised curriculum from the first curriculum. For the second research question, we analyzed how to provide students with the opportunity to draw graphs(number of drawings) and whether to present the basic frame of the graphs(frame provided). For the third research question, we analyzed questions in the textbooks based on the graph understanding; 'reading data', 'finding the relation between data', 'interpreting data', 'understanding the situation'. As a result of the analysis, the achievement standard in the curriculum has changed in the direction of fostering statistical thinking, and it has been changed to emphasize the interpretation of the graph so as to make the graph drawing easy. However, 'interpreting data' and 'understanding the situation' were still lacking.