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http://dx.doi.org/10.14697/jkase.2020.40.5.473

Analysis of Achievement Characteristics by Achievement Standard of the Middle School Curriculum Based on the National Assessment of Educational Achievement  

Lee, Jaebong (Korea Institute for Curriculum and Evaluation)
Ku, Jaok (Korea Institute for Curriculum and Evaluation)
Choi, Wonho (Sunchon National University)
Shim, Kew-Cheol (Kongju National University)
Shin, Myeong-Kyeong (Gyeongin National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.40, no.5, 2020 , pp. 473-483 More about this Journal
Abstract
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.
Keywords
National Assessment of Educational Achievement(NAEA); achievement standard; middle school; achievement characteristics;
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Times Cited By KSCI : 8  (Citation Analysis)
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