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What are the Effects of the Change in the Assessment Systems on the Alignment between Curriculum, Teaching and Assessment? A Case in Korean Middle Schools

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.16 No.1 (2019.03)바로가기
  • 페이지
    pp.91-106
  • 저자
    Hyoshin Lee
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A350089

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원문정보

초록

영어
This study aimed to analyze how the various assessment systems affecting middle school English education has changed over the recent decade, investigate the effects of these assessment system changes on alignment between curriculum, teaching and assessment, and find implications for effective middle school English education. Document analysis was used to address the changes in the assessment system over the recent decade. It identified that there was a great change in the assessment system in that period. The assessment within middle schools was changed from NRTs to CRTs in 2012, which has affected the high school admission process since 2012. In the CSAT, the assessment of English subject has experienced a change from NRTs to CRTs since 2018. In addition, the NAEA has changed from assessing all 3 graders in middle school and 2 graders in high school to only assessing students from sampled schools since 2017. As a result, the assessment systems which were criticized as a significant barrier that distorted middle school English education due to negative washback effect have been improved. Secondly, a questionnaire survey showed respondents’ positive perceptions regarding their practice to the alignment at all stages of planning, teaching, and assessment. However, issues not corresponding to their positive perception were identified in the implementation process. Thirdly, it was confirmed that there was a consistent difference in the perception among teachers by school levels as to the effect of changes in the assessment systems on the alignment. Particular attention needs to be paid to the significant difference between the results of middle and high school teachers in almost all the issues. This suggests that the difference between of middle and high school teachers should be reflected on English education policy along with the change in the assessment systems.

목차

Abstract
Introduction
Theoretical Background
Assessment
Alignment between Curriculum, Teaching and Testing
Methods
Document Analysis
Questionnaire Survey
Changes in Assessment System of English Subject in Middle School (2008-2017)
Results of Questionnaire Survey
Factors Affecting Alignment between Curriculum, Teaching and Assessment
Practice of Alignment between Curriculum, Teaching, and Assessment
Perception of English Teachers’ Competences
Discussion
Implications and Conclusion
Acknowledgements
The Author
References

키워드

alignment curriculum teaching assessment

저자

  • Hyoshin Lee [ Konkuk University Glocal Campus, Korea ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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