• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.129-149
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• 2018

This study has attempted to analyze the achievement standards in the 2015 revised curriculum, based on the revision of Bloom's Taxonomy and aims to identify the knowledge and required competencies in the fourth industrial era. The results of this study are as follows: First, the knowledge dimensions was the highest 'metacognitive knowledge' in middle school, while 'factual knowledge' was the highest in high school, and 'knowledge of specific details and elements' was the highest subtype of all of the knowledge dimensions. The dimensions of the cognitive process, such as the terms 'apply' and 'analyze' in middle school, as 'understand' and 'evaluate' in high school have been treated inattentively. Second, the knowledge dimension and the cognitive process dimension according to key concepts display the metacognitive knowledge and 'understand' in development, the conceptual knowledge and 'understand' in relationship. While the 'metacognitive knowledge' and 'apply' in life culture, the 'procedural knowledge' and 'evaluate' in safety, the 'factual knowledge' and 'apply' in management and the 'metacognitive knowledge' and 'understand' in life design were extremely high. Third, the verbs used in the achievement standards displayed as 'explore', 'understand', 'analyze', 'practice', 'suggest', 'recognize' and 'evaluate'. Since the statement of the action verb is the very basis for determining the performance process, specific competencies may be achieved by reflecting on the actual achievement standards. These standards should provide us with a effective cognitive process for to understand a learner's performance skills and support the direction of the education required, through a strategy that refines the connection between content elements and functions and develop their competences for the future.

• Journal of the Korean association of regional geographers
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• v.23 no.1
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• pp.195-212
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• 2017

This study analyzed on the content validity of the Korean geography subject evaluation questions on the College Scholastic Ability Test(CSAT) from 2014 to 2016 regarding the national curriculum achievement standards. The main results are as follows. First, from 'the knowledge dimension' aspect, both the achievement standard and the CSAT questions showed the highest ratio of 'factual knowledge'. Second, from 'the cognitive process dimension' aspect, the percentage of 'understand' was the highest in the achievement standard, whereas in the CSAT questions, the ratio of 'analyze' and complex type of 'analyze' and 'understand' was the highest. Third, in the result of the analysis of the content validity of the Korean geography CSAT questions through proportion test, all of the analysis targets showed 'a little low'. Finally, the content validity analysis showed that there was a significant difference between the main types of the achievement standards and the CSAT questions in the 'Geomorphological Environment and Ecosystem part' and 'Space of Production and Consumption part' from the cognitive process aspect, which showed relatively low content validity compared to other areas. The results of this study suggest that the achievement standards should be reflected on the Korean geography CSAT questions and it should not be focused on evaluating the learner's analysing ability.