Management of Quality of Education in Korea

Dr. MIYOUNG HONG & Dr. JIMIN CHOKorea Institute for Curriculum & Evaluation

2014. 11. 04.

I. Intended curriculum of KOREANational Curriculum Revision & Achievement Standards Development

I I. Implemented curriculum of KOREASupport for Curriculum Implementation

III. Accomplished Curriculum of KOREANational Assessment of Educational Achievement(NAEA)

Contents

I. INTENDED CURRICULUM OF KOREA

National Curriculum Revision & Achievement Standards Development

4

Compul-sory Edu-

cation(9 years)

National Curricu-lum(15years)

Common curricu-lum(9 years)

High school(academic/vocational) : 3 years

Middle school : 3 years

Elementary school : 6 years

Kindergarten : 3 years

School Education Systems of Korea

5

The general guidelines of national curriculum

Subject curricu-lum

(7 subject clusters)

Extra-curricu-lum

(Creative experi-ential activities)

The organization of the curriculum document

Grades Cluster

Middle School1-3 grades

Elementary School

5-6 gradesElementary School

3-4 gradesElementary School

1-2 grades

High School1-3 grades

Exploring Pathway

Establishing Pathway

Cultivating Basic habits and skills for learning

School Education Systems of Korea

7

Classification 1st & 2nd grades 3rd & 4th grades 5th & 6th grades

Subjectclusters

Korean Language 408 408

Social Studies/Moral Education 272 272

Mathematics 272 272

Science/THE * 204 340

Physical Education 204 204

Arts (Music/Fine Art) 272 272

English 136 204

Creative Experiential Activities 272 204 204

Total number of class hours 1,680 1,972 2,176

Korean Language448

Mathematics448

Disciplined Life128

Intelligent Life192

Pleasant Life192

Elementary School

* THE means Technology and Home economics

National Curriculum Revision

- Key Competencies- STEAM - Global Citizenship- Creativity & Char-acter Educa-tion etc.

Global Trends

Local Needs

- Educational Policy Deci-sions

- Results Of NAEA- Results Of TIMSS, PISA - Voice of Teachers, Stu-dents & Parents

National Curriculum Revision

National Cur-riculum

• objectives and content • Not too broad, not too con-

crete to give dis-cretionary authority to school

Achievement Standards

• Descriptions specify-ing the objectives and content of the na-tional curriculum enough to guideline in teaching, learning & evaluation

Key Characteristics of Curriculum of KO-REA

1. Clearly expressed to understand what is intended to teach & evaluate

2. Appropriate content level for the students

3. Properly connected to content in other grades or other subjects

From National Curriculum to Achievement StandardsWhat to Con-sider

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National curriculum Achievement Standards

Explain the relationship between the molecule ar-rangement according to the state of matter and heat energy in terms of molecular movement.

Be able to explain the molecule arrangement according to the state of matter in terms of molecular movement.

Be able to relate the changes of state to supplying or re-moving of heat.

Be able to find in real life examples of changes of heat energy during the change of state.

Revising National Curriculum to Achievement Stan-dards» Example. Grade7 Science. Heat & Molecular Movement

Global Trends

Needs of ASEAN Socio-Cultural Community

Needs of Each Participants

SEAMEO Basic Education Standards

Implications for SEAMEO Basic Education Standards Development

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Implications for SEAMEO Basic Education Standards Development

SEAMEO Basic Educa-tion Standards

• Objectives and Core Content

National Education Standards

• Specifying the SEAMEO Basic Standards to meet the demands of each participant country

II. IMPLEMENTED CURRICULUM OF KOREA

Support for Curriculum Implementation

CurriculumImplementation

Curriculum Research Schools

Instructional Materials

Teacher Pro-fessional De-velopment

Support for Curriculum ImplementationKuCu(Keep up! Catch up! http://www.basics.re.kr/)

TLC(Teaching & Learning Center

http://classroom.re.kr/)

Type Definition

Government – designated Books Textbooks for which MOE holds the copyright

Authorized Books Textbooks that are authorized by MOE

Approved Books Textbooks that are approved by Regional Offices of Education

Textbook System in KOREA

National Curriculum & Qualification Examination Standard for Writing Textbook By MOE

Textbook Writing by Private publishers

Authorized by MOE or are Approved by Regional Offices of Education

Support for Curriculum Implementation-Textbooks

Science and ca-reers

STEAM

Storytelling by using comics

Global Issues

Textbook

Misconception

Tips for teaching

Flow diagram of lesson

Objective

Support for Curriculum Implementation-Teacher’s Guide

Implications for SEAMEO Basic Education Standards Development

Key for Success

TEACHERS

Need to Change

Easy to Adapt

Satisfactory

To make them feel

III. ACCOMPLISHED CURRICULUM OF KOREA

National Assessment of Educational Achievement(NAEA)

NAEA Overview Nation-wide assessmentof what students know and can do in various subjects areas

Management National level

Target Grade 9th, 11th

Subject- Population: Korean language, Mathematics, English- Sampling: Social study, Science

Test type Mixed Format Test: Multiple-choice & Constructed-response items

Achievement level 4 levels

Questionnaire contextual or background information: Students, Teachers, Principals

NAEA Assessment FrameworkCurriculum-Based, Standards-Based, Criterion–Referenced Assessment

• Produce scale score and achievement level• Raw Score → Scale Score → Performance Level

• Report the national card of educational achieve-ment level for each subject in each grade

• No report of any of norm referenced interpreta-tion such as rank, percentile, standard score, etc.

Scoring and Reporting

NAEA Performance Level Descriptor

Superior performance (Above 80% reached to the desired performance that must be achieved in each content and grade )

ADVANCED

PROFICIENT

BASIC

Solid academic performance(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

BELOW BASIC

Use of NAEA Results –Curriculum Evaluation

Provided by MOE(2013)

Change of percentage of below-basic stu-dents

- average % of all subjects

NAEA

For Students

For Schools

For Publics (educators, researchers, etc)

Discover academic performance at the national level Understand the strengths and weaknesses of domains for each subject Ask for opportunity to learn

Discover the achievement differences among students and among subjects Improve methods of teaching and learning Calculate the indicators for input, process, and output for educational aca-

demic progress

Research various themes and methodologies to reanalyze the data Analyze relationship among background variables affecting academic

performance and compare with international results Contribute to academic findings and use important basic data for es-

tablishing educational policies

NAEA

For Education Policy

Discover academic achievement levels of each school within the dis-trict

Investigate the differences in academic performance based on the characteristics of schools based on contextual variables

Support schools via budgets and programs for improving academic achievement

Examine the effectiveness of the support system Discover academic achievement levels of all students in the relevant

school year Set up educational policies and plans for a support system including

criteria, budget, and programs Inspect accountability of schools and offices of education Improve the national curriculum and methods of teaching and learn-

ing

Problem

International Studies on Student Assessment

International Studies on Student Assessment

A common opinion from PISA is that proportions of top performers are relatively small despite the high aver-age performance [Upward equalization]

Policies for supporting low performing schools (‘School for Improvement’) have been actively implemented: e.g., identifying successfully turnaround schools.

Compared with other countries, educational programs and policies for excellence such as offering AP courses, early advancement in grades, differentiated curricu-lums and specialized programs for high achievers and gifted students were relatively insufficient

Challenges 1 : Top Performers

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Since 2000, a more female-friendly science and mathemat-ics curriculum has been gradually introduced.

Female scientists or engineers were introduced

More gender-neutral language was used in textbooks

The NAEA has developed to monitor how girls and boys ac-quire skills differently .

Providing new mathematics and science textbooks that are more comprehensible and more interesting to stu-dents.

Using teaching methods that encourage experimenting and inquiry-oriented science education.

The family structure in Korea has changed as the number of children per household has rapidly decreased. –

- Parents in Korea today tend to value educating their chil-dren a

great deal, regardless of gender.

Challenges 2 : Gender Difference in Science & Math

Science (2006) (Inter. Avg: 0.00)

Interest: -0.24 / Self-concept: -0.71 / Self-efficacy: -0.21

Reading (2009) (Inter. Avg: 0.02)

Joy of reading : 0.13

Mathematics (2012) (Inter. Avg: 0.00)

Interest: -0.20 / Self-concept: -0.38

Instrumental Motivation: -0.39 / Self-efficacy: -0.36

Anxiety: 0.31

Challenge3: Index of Affective characteristics in PISA

StudentSoci-ety Subject