• International Journal of Human Ecology
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• v.11 no.2
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• pp.77-91
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• 2010

This study examined the Family and Consumer Sciences (FCS) National Standards with some examples at the state level, analyzed the previous studies relevant to curriculum implementation in the USA, and explored critical success factors in moving toward the new perspective curriculum in exemplary states. The process, in which the FCS discipline struggled to clarify the identity and image as well as to find the mission and vision, produced the FCS National Standards in 1998 and 2008 in the USA. The FCS National Standards were established to fulfill the mission of the FCS based on a critical science perspective. The previous research on a state level implementation indicated that the majority of FCS state administrators agreed that the National Standards positively influenced curriculum development. The critical success factors in integrating National Standards into local programs included the dissemination of thephilosophical works of Marjorie Brown, the foundation of the FCS curriculum with a critical science perspective, the establishment of National Standards corresponding to the philosophical works and a critical science perspective, the openness of state FCS administrators to educational reform, the construction of an infrastructure to support reform, and the commitment by university professors to develop a teacher training program. The critical success factors identified can be employed as an informative guide for the future development and implementation of the Family and Consumer Sciences curriculum in Korea.

• Research in Mathematical Education
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• v.22 no.3
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• pp.153-174
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• 2019

Measuring alignment of various educational components is an important issue in educational research because with aligned educational system, we can have clear expectations about what to teach and assess. In this study, we examined the alignment between mathematics curriculum standards and college entrance examinations from Korea and China. The results indicate that curriculum standards and high stakes assessments from both countries are not well aligned to each other. Their Surveys of Enacted Curriculum (SEC) indices were lower than what previous studies have found and the critical values (Fulmer, 2011; Liu & Fulmer, 2008; Liu et al., 2009). There are several topics that are not assessed in both countries' national assessments. Also, discrepancies between the most frequently covered topics in the curriculum standards and the most frequently assessed mathematical topics in the national assessments caused topic level misalignment. We also found misalignment in cognitive level. Both national assessments included more perform procedures and demonstrate understanding items than their respective curriculum standards. Thus, previous findings about the inclusion of more items with higher cognitive demand in assessments is only partially true for either country. With these results, it is difficult to say that whether mathematical topics in the curriculum standards appropriately represent and support students to do well on the CSAT and the NCEE or that the mathematical items in the CSAT and the NCEE validly assess students' level of mathematical understanding.

• Journal of the Korean earth science society
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• v.26 no.4
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• pp.336-346
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• 2005

This study identifies and compares science content standards that are approved by departments of education in six states: California, Connecticut, Michigan, New Jersey, Texas, and Virginia. Specifically, the study examines the goals/visions, the organizing/progression principles, the strands of science content, and earth science content found in the states curriculum standards compared to National Science Education Standards. Although many states followed the recommendations of NSES or Project 2061, the format and content of the state science standards reviewed are very diverse. The diversity seems to reflect the diverse perspectives and needs of the states. The results of this study provide Korean educators and teachers with useful models or examples to incorporate Korean national science curriculum guides into the science curriculum frameworks of their regions or schools.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.39-51
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• 2008

There exist many differences between the revised Informatics curriculum in 2007 and the current Informatics curriculum in junior-high school. The revised Informatics curriculum emphasized on the computer science principles and problem solving ability instead of the application program usage. Since the revised Informatics curriculum introduces a new section called 'Problem-solving methods and procedures', which is not included in the current computer curriculum, the development of achievement standards and assessment standards were needed in this section. This paper developed the achievement standards and assessment standards in 'Problem-solving methods and procedures' section in order to give the guideline of the teaching strategies and evaluation methods in the revised Informatics curriculum.

• Education of Primary School Mathematics
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• v.23 no.4
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• pp.229-255
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• 2020

In this study, considering the OECD's DeSeCo and 2030 projects, the curriculum to develop competency was expected to be more emphasized, and the evaluation standards of the 2015 revised mathematics curriculum for elementary school in Korea and the Australian curriculum were analyzed in depth. To this end, the capabilities newly emphasized in the OECD 2030 Project were examined in detail and examined how the Australian elementary school mathematics curriculum included capabilities in achievement standards and content descriptions. The achievement standards of elementary school mathematics curriculum in Korea and Australia were matched, and the contents of number and arithmetic domain were compared and analyzed, and the skill verbs included in the achievement standards were analyzed and compared to see how their competencies were reflected in the achievement standards. Based on the results of the analysis, implications for improving math achievement standards were derived to faithfully reflect the capabilities into the mathematics curriculum.

• International journal of advanced smart convergence
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• v.9 no.2
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• pp.147-156
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• 2020

ACM's CSTA has drafted standards for computing curricula and recommended them to schools in the United States. The five core concepts of the US elementary school computing curriculum are computing systems, network and the Internet, data and analysis, algorithms and programming, and impacts of computing. In 2005, Korea prepared ICT education guidelines, including five fields, their subfields, and achievement criteria for each subfield. In the 2015 revised curriculum, software education was introduced and five achievement standards were set. The ACM CSTA has 18 achievement criteria up to K-2 and 21 achievement criteria up to K-5. If we compare the 39 achievement standards of the US to Korea, Korea's 2005 ICT education guidelines include 25 of these, and the 2015 revised curriculum includes 5 of them. In this study, we aim to study the CSTA achievement criteria that second graders should know and the achievement criteria that fifth graders should know. This is compared and analyzed with Korea's 2005 ICT Guidelines and 2015 Software Curriculum. In comparison with the number of achievement standards, the US elementary school's computing achievement standards are much higher than in Korea. Comparing with each standard, there are many areas that are not covered in Korean curriculum, and we can see that the 2015 curriculum has rather receded from 2005.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.159-172
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• 1999

This is the second year study of ''The Development of Model of National Criterion- Referenced Assessment Standards" that had started in 1997. In the study, national assessment standards for high school common science were developed based on national curriculum. In the whole process of developing the standards, high school teachers, university professors and administrators of the Ministry of Education have participated as the "developing group" or "consulting group". Through various activities such as conference, workshop, intensive work, examination by science education experts, the standards and instruments were developed and modified. The research contents can be itemized as follows: - modifying the achievement standards developed in the first year research based on the opinions of various experts(science teachers, professors of science education, philosophers) - developing assessment standards based on the specially designed system. The standards divide students' achievements into three levels(upper/middle/low) and state each level so that it can guide evaluation of achievement. - developing various types of test instruments to probe students' achievement levels for each assessment standard.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.145-162
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• 2002

In this study, on the basis of the seventh national mathematics curriculum, the achievement standards were developed to specify the objectives and contents of teaching-learning and the assessment standards were also developed to differentiate students' levels of achievement at school mathematics. The achievement standards were developed on the following guidelines; 1) to present the minimum standards based on the national curriculum, 2) to develop the standards based on the order of curriculum, 3) to suggest the minimum but ultimate achievement target, 4) to comprise not only of the intellectual but also of psychological spheres such as knowledge, function, attitude, aptitude, etc., and 5) to suggest the standards comprehensively and concretely. The standards were developed on the basis of the middle areas of contents of the curriculum in order not to be too comprehensive, nor to be too detailed. Learning activities, on the other hand, were provided for the assistance of instructions with emphasis on creativity rather than on the routine instruction. The assessment standards were established based on the following principles; 1) to establish the assessment methods, contents, and situations which are to be used for assessment, 2) to establish the criteria of classifying the assessed into the upper, intermediate and lower levels, 3) to develop the assessment standards in a proportionate balance to achievement standards, 4) to establish the intermediate level as a standard, and 5) to establish the minimum level in the contents, concepts, values and attitudes of basic learning. This study also suggested the exemplary test items including short-answer and open-ended questions while putting emphasis on students' real performance to increase their ability in solving problems rather than in calculating. In addition to the test items, it introduced the grading system developed to grade the items with concrete guidelines and to report students' achievement on doing mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.437-457
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• 2019

In this study, we analyzed how the content and achievement criteria of the Geometry domain of Korean elementary school mathematics curriculum have changed. To this end, based on the analysis framework based on the 2015 revised curriculum, the achievement standards for each period were classified into continuous, extinct, and additional types, and their characteristics were examined. In the domain of Geometry, continuous achievement standards accounted for 51% of the total, and there were many achievement standards that remained unchanged in grade and domain. The extinctive achievement standard is 20.4% of the total, and the mathematics contents that were rapidly introduced due to the modernization of mathematics in the 3rd curriculum were eliminated the most from the 4th curriculum, and after the 7th curriculum, With the introduction of staged curriculum and the system of school year group, the contents of learning were either integrated or moved to middle school. The additional achievement standard was 28.6% of the total, and the achievement standard was added the most with the introduction of spatial sensory development in the 7th curriculum. The GAct that the additivel achievement standard is more than the extinction achievement standard in the Geometry domain is the result of the efforts to actively introduce the geometric contents appropriate to the times despite the great flow of curriculum revision of the curriculum reduction. It is hoped that the results of these studies will be used as basic data in the formation of new achievement standards in future curriculum development.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.19-41
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• 2019

In this study, we present an analysis framework based on the 2015 revised curriculum to analyze how mathematical contents and achievement standards for domains of numbers and computations have changed in the curriculum of elementary mathematics in Korea. Based on this, we classified the achievement standards by type and investigated their characteristics. The achievement standards for numbers and computations can be divided into the successive, the extinctive, and the additive achievement standards depending on their characteristics. The successive achievement standards are the ones that have consistently existed without being removed from the 1-st curriculum to the latest revision in 2015. The extinctive achievement standards are the ones that have been removed at some point during the revisions of nine times and do not remain in the current revision in 2015. The characteristics of the extinctive achievement standards were analyzed to be different before and after the 4-th curriculum. The additive achievement standards refer to the ones that have been newly added to the curriculum or that have been removed at a certain moment but added back in later and thus exist in the current revision in 2015. The characteristics of each type according to the changes of the achievement standards can be thought to be the results that the revision for the mathematics curriculum in Korea has been faithfully conducted. Based on the results of this study, we suggest some implications for organizing the achievement standards in the future curricular development.