Korea Institute for Curriculum and Evaluation

This study investigates the possibility of assessing the newly introduced topics of matrices and population proportion on the College Scholastic Ability Test (CSAT) as the 2022 revised mathematics curriculum is implemented in high schools.The analysis focuses on curricular changes and achievement standards related to these topics, and considers their assessability through the development of items aligned with the structure and requirements of the CSAT mathematics section.The results show that matrices may be assessed both as an independent component of 'Common Mathematics1' and through items that integrate matrix-related ideas within broader mathematical contexts.Population proportion can likewise be assessed in Probability and Statistics through tasks that require students to engage in reasoning and interpretation.The study also identifies several limitations in fully reflecting the educational intentions of these topics within the constraints of the CSAT assessment framework.Accordingly, this study suggests that, in order for the aims and intentions of the 2022 revised mathematics curriculum to be faithfully reflected in assessment, consistent national-level guidelines are needed that expand the interpretation of achievement standards, diversify assessment methods, and broaden the range of item contexts, so that instruction and assessment within the CSAT can be more organically aligned.

BackgroundThis study aimed to analyze the effect of participation and learning in sports clubs on self-perceived health status, self-perceived physical strength status, and health behaviors. More specifically, it examined the effect of participation in sports lessons, registration and continued participation in sports clubs, awareness of nearby sports facilities, and weekly frequency of participation in physical activities on self-perceived health status, self-perceived physical strength status, and health behaviors.MethodsWe used the data of 9,000 individuals sourced from the “2022 Korea National Sports Survey,” a survey conducted by the Korean Ministry of Culture, Sports and Tourism. This data was analyzed using frequency analysis, descriptive statistics analysis, independent t-tests, and one-way analysis of variance.ResultsThe results showed that participation in sports lessons, registration and continued participation in sports clubs, awareness of nearby sports facilities, and weekly frequency of participation in physical activities have a positive effect on self-perceived health and physical strength status as well as health behaviors.ConclusionsThere is a need for easily accessible and well-equipped sports clubs that can also provide sports lessons. Additionally, it is important to create an atmosphere in which people can easily access and continue to participate in sports clubs. Therefore, not only Korea but also other countries should focus on increasing sports participation and developing programs that bolster the utilization of sports club facilities.

This study explores how South Korean teachers from diverse academic backgrounds perceive the essence and goals of ecological education. Using open-ended, semi-structured interviews with 5 history, 4 geography, 5 earth science, and 4 life science teachers, the research seeks to identify commonalities and differences in perceptions and instructional approaches between social studies and science education. Findings reveal a consensus among teachers about the fundamental nature and objectives of ecological education, despite their varied disciplines. However, diverse interpretations emerged across fields, particularly concerning human roles in ecological crises and specific solutions. These variations stem from different academic orientations within the Korean educational landscape, where integration of subjects into the curriculum is incomplete. The differing perspectives among teachers on ecological crises and their resolutions underscore the need for interdisciplinary approaches that bridge the gap between subject-specific interpretations in ecological education.

This study analyzes climate survey responses in an engineering college to understand gender/sexual minority students' perceptions of the inclusivity of the engineering curriculum.Crosstabs were conducted to determine differences between these groups and their non-minority counterparts.We found that students' status as 'minority' made them more attuned to exclusionary course experiences for other minority identities.

This research investigates the impact of integrated STEM education on students' 21st century competencies, aiming to enhance science and engineering design teaching within a local design-based context. Specifically, the project targets high school students in a rural area and utilizes local contexts, including local rural knowledge and indigenous science knowledge, to facilitate STEM learning. The collaborative effort involves partnering high school environmental science and Technology and Engineering Educators, leveraging their diverse content expertise to teach students collaboratively as a science-technology and engineering teacher pair. Furthermore, university faculty members and industry partners provided support to create a STEM community of practice. The study administered a 21stcentury skills survey to students before and after the project to explore the project's influence on critical thinking, creativity, collaboration, and communication skills.

The need for digital literacy education has never been greater, as digital transformation is occurring in every aspect of our personal, socioeconomic, and industrial lives. Most research to date has focused on identifying the concepts and components of digital literacy and emphasizing its importance, however, there remains a significant gap in research that specifically proposes teaching methods. Thus, this study aimed to develop a digital literacy education model to enhance digital problem-solving skills. For this purpose, educational models, such as the design thinking model, maker education, and the OECD's AAR cycle were reviewed to derive a draft model consisting of "context -problem clarification -solution creation -reflection." Three experts reviewed this draft model for improvement and refinement. To assess the feasibility of the finalized model, we collected examples of digital literacy education in domestic schools and analyzed how each step of the model reflected technology integration. The results showed that the 3CR model is feasible in the school education. The improvement needed to spread the educational model was discussed. The 3CR model may enable learners to perceive the digital environment as a problem-solving context. This is expected to increase learners' problem-solving skills and foster the attitudes and knowledge necessary for selecting and using digital tools for problem-solving purposes.

It has been alerted that Korean students' mathematical affective achievement is very low.In order to solve this problem, various policies related to mathematical affective domains have been promoted, but it is necessary to examine various existing policies and explore the direction for improving them in more essential aspects.Based on previous studies that the growth mindset helps to increase students' affective achievement, this study focused on improving students' math-related growth mindset and ultimately exploring policies that can increase mathematical affective achievement.Therefore, the current status of mathematical affective achievement of Korean students was examined, and the policies and related cases in the mathematical affective domain were investigated.Based on the results, some keywords were derived and then the directions of policy for improving the math-related growth mindset and the affective achievement of students were suggested.

The floating and sinking phenomenon related to buoyant force can readily be observed in everyday life and easily demonstrated to young students. However, many students believe that the buoyant force is determined by the object’s attributes, such as the shape (e.g., ship) or material (e.g., wood). As a result, students find it challenging to understand that buoyant force changes when different volumes of the same object are submerged in water, or when the same object is submerged in different fluids. In response to the question concerning whether the weight of a cup changes when a tea bag is placed in a cup of water, 63.3% of first-year university students who majored in physics or chemistry were wrong. The problems related to buoyant force are difficult to understand even for college students, so the topic is used in the selection process for gifted students. Although numerous educational attempts have been made to help students understand the concept, buoyant force is still a difficult concept for them. Thus, an easy and clear approach to help students understand the buoyant force is desirable.

The purpose of this study was to examine the outcomes of the National Assessment of Educational Achievement (NAEA) 2015-2018 when the 2009 Revised National Curriculum was applied and suggested for future curriculum revisions. The characteristics of students’ academic achievement were analyzed based on the results of evaluating test items developed by the achievement standards of the 2009 Revised National Curriculum. The analysis showed that students’ academic achievement was low in the ‘Function’, ‘Probability and Statistics’, and ‘Geometry’ domain. In addition, many achievement standards could be mastered only by the above average group of students. Accordingly, it is necessary to reinforce customized teaching and learning activities in relation to achievement standards which were under achieved. To improve the achievement characteristics, it is necessary to specify detailed achievement standards and to strengthen the linkage between achievement standards.

PurposeSmart device-based testing (SBT) is being introduced into the Republic of Korea’s high-stakes examination system, starting with the Korean Emergency Medicine Technician Licensing Examination (KEMTLE) in December 2017. In order to minimize the effects of variation in examinees’ environment on test scores, this study aimed to identify any associations of variables related to examinees’ individual characteristics and their perceived acceptability of SBT with their SBT practice test scores. MethodsOf the 569 candidate students who took the KEMTLE on September 12, 2015, 560 responded to a survey questionnaire on the acceptability of SBT after the examination. The questionnaire addressed 8 individual characteristics and contained 2 satisfaction, 9 convenience, and 9 preference items. A comparative analysis according to individual variables was performed. Furthermore, a generalized linear model (GLM) analysis was conducted to identify the effects of individual characteristics and perceived acceptability of SBT on test scores.ResultsAmong those who preferred SBT over paper-and-pencil testing, test scores were higher for male participants (mean± standard deviation [SD], 4.36± 0.72) than for female participants (mean± SD, 4.21± 0.73). According to the GLM, no variables evaluated— including gender and experience with computer-based testing, SBT, or using a tablet PC—showed a statistically significant relationship with the total score, scores on multimedia items, or scores on text items. ConclusionIndividual characteristics and perceived acceptability of SBT did not affect the SBT practice test scores of emergency medicine technician students in Korea. It should be possible to adopt SBT for the KEMTLE without interference from the variables examined in this study.