Abstract ▼

In order to constantly monitor students’ educational outcomes and improve teaching and learning, the National Assessment of Educational Achievement (NAEA) has played an important role as an educational accountability system at national level in Korea. Withthe need for the improved reporting and uses

In order to constantly monitor students’ educational outcomes and improve teaching and learning, the National Assessment of Educational Achievement (NAEA) has played an important role as an educational accountability system at national level in Korea. Withthe need for the improved reporting and uses of the test results, the purpose of this study is to examine the scope of using the NAEA results and to explore ways to make thebest use of outcome measures on individual students and school performance based on the review of international trends in test-based accountability policies.

❏ A Survey on the Uses and the Reporting of NAEA Results
A survey was conducted to investigate perceptions of stake-holders (e.g., students,teachers, and officials in Provincial Offices of Education, etc.) on various aspects of NAEA. Its purposes were to examine various outcome measures that are derived from the NAEA data and to evaluate how the test results are recognized and utilized at the school site. The survey showed that students and teachers did not value the benefits of test results, while officials in POE tend to value it. Teachers and students' low perceptions on the importance of NAEA appear to be related to the limited uses of thetest results, implementation of a test for major subjects only, testing schedule, and irrelevance to college admission. All participants tended to show high level of understanding about test results, whereas according to the in-depth interviews the actual understanding level was not high. By contrast, they showed low perceptions towards the usefulness and the utilization. In terms of the usefulness and utilization of the NAEA indicators, it showed mostly low perceptions on the usefulness and utilization except for the ratio of students below basic and the improvement index. In addition to the existing indicators derived from the NAEA data, the participants of the survey suggest that the percentage of achievement level by class, achievement rate by content domains, and norm-referenced information such as relative standing of a student within the group need to be included. When options are given for a testing schedule and target group, themajority of the participants preferred April of a year and they perceived that 8th and10th graders rather than 9th and 11th graders would be more appropriate to be assessed.
Based on the results of the survey and the in-depth interviews, it is necessary to refinethe school improvement index to monitor the accountability of school education. Various information from the NAEA results should be provided so that teaching, learning and evaluation can be improved. Also, the results suggest that it is necessary to provide useful data for students’ career and aptitude development.

❏ International Trends in the Uses and Reporting of Achievement Test Results
A number of countries around the world have implemented national-level or state-level tests for monitoring students’ achievement, and the range of applications of these tests has been varied. This part of analysis is focused on the examination of international trends in the uses and reporting of national-level achievement tests. As a result, we found that the UK and Australia provide various information such as scale score and achievement levels at the student level, and the average scale score at the school level, the ratio of the students by the achievement level, and the yearly trend. These data were released at both student and school levels, and were compared among similar schools within the district or compared with the national norm. In addition, the test results were actively utilized as teaching and learning materials for the instructional purposes, and were provided online to students and parents. The national-level assessment program in Japan provides raw scores and descriptive statistics, and percentage of correct answers at the school level. In particular, it was shown that the teaching·learning and the evaluation items and results were linked with each other to develop high quality teaching and learning materials and strategies so that the test results could be more close linked to teaching and learning components. The NAEP, which is a national-level achievement assessment program of the United States, provided average scale scores, achievement levels, and year-by-year trend information at the state, regional, and national levels, but it did not disclose the results of individual students or schools. Summing up, the school-level data appear to be provided at various levels such as school, region, and state in many countries, and the disclosure range of the results is broader, providing more detailed and diverse information than that of NAEA. In addition, the review of other countries’ cases imply the it woul be possible to develop concrete data and examples on how national-level assessment results can be used in classroom lessons.

❏ Improved Uses of NAEA Results for Educational Accountability : School Performance Indicators
In recent years there has been a demand for more refined and intelligent measures that can better indicate how schools are performing. One of the major caveats with the existing measures is related to the difficulty of the numerical interpretation.
Moreover, it will be impossible to calculate the school improvement index at a middle school. Thus, the direction suggested in this study is to maintain the existing measure for improvement at the school level but to develop a new index that can be calculated for both middle and high schools. First, we considered two scaling approaches. One was to use standard scores; and the other was to interpret a ratio of actual scores over expected scores in order to monitor school accountability. Second, we proposed the academic achievement index of the school using the previous year's school score instead of the individual student score. This approach seems reasonable under the situation in which the administration of elementary schools has been abolished and it is currently impossible to calculate the improvement index at middle schools. The newly developed measure was validated using test results from 2013 and 2014 administration data. While the new index can be achievable at both middle and high schools, majority of experts addressed that the existing index would be more robust. Therefore, if the current concept of school improvement is maintained, it may be desirable to take an alternativethat complements the interpretation at the schools until the NAEA is carried out again.

❏ Improved Uses of NAEA Results for Educational Feedback : Student Performance Indicators
Assessment results can serve as meaningful sources of information for students, teachers, and schools. Depending on which of measures (or indices, indicators) we obtained from NAEA, various forms of interpretation and uses can be suggested. First, when students are given criterion-referenced measures such as a performance profile indicating their weaknesses and strengths among the test domains, teachers can facilitate learning by providing students with important feedback on their learning progress and by helping them identify learning problems. Thus, students would be able to monitor their learning and grow as a self-regulated learner. As another scenario, norm-referenced measures can be produced from the test administration and provide information on individual students’ or schools’ relative standings within a group. At the school level, these indicators can be most useful for education authorities in identifying those schools with significantly above average performance and those with clearly below average performance. Second, individualized learning considering a student’s achievement level would be possible based on the NAEA results. Third, it is desirable to pursue a balanced development between cognitive and non-cognitive achievements. To achieve this, information regarding student and school characteristics produced by NAEA results would be helpful.

Based on the results of the study presented above, policy suggestions were derived for the following aspects. First, in terms of enhancing the understanding level of the test results and strengthening the capacity of test use, we proposes a policy recommendation to strengthen teachers’ competency for student evaluation . Second, in terms of improving the method of reporting and maximizing the uses of test results, it is necessary to consider the target and the intended uses. For example, NAEA results can be provided students and parents with feedback about students’ progress toward learning goals. Such information can be further used to establish a plan for home and school to work together. Third, as a policy for establishing a collaboration system among multiple educational institutions, we proposed to build open system for exchanging educational data smoothly. Fourth, policy suggestions should be made to improve the educational accountability system.

(출처 : ABSTRACT 241p)

목차 Contents

• 표지 ... 1
• 연구협력진 ... 3
• 머리말 ... 5
• 연구요약 ... 7
• 목차 ... 11
• 표목차 ... 15
• 그림목차 ... 17
• Ⅰ 서론 ... 21
• 1. 연구의 필요성 및 목적 ... 23
• 2. 연구 내용 ... 26
• 가. 평가 결과 보고 자료의 활용 실태 및 요구 분석 ... 26
• 나. 최근 학생평가 및 해외 학업성취도 평가의 동향 분석 ... 27
• 다. 학교 성과지표 검토 및 활용도 제고 방안 ... 27
• 라. 다양한 학생 성취지표 산출 및 활용도 제고 방안 ... 28
• 3. 연구 방법 ... 29
• 가. 문헌연구 ... 29
• 나. 설문조사 ... 29
• 다. 통계 분석 ... 30
• 라. 전문가협의회 ... 30
• 마. 세미나 개최 ... 31
• Ⅱ 국가수준 학업성취도 평가 결과의 산출 및 활용 실태 ... 33
• 1. 학업성취도 평가 결과 지표 ... 35
• 가. 학생 성취지표 ... 35
• 나. 학교 성과지표 ... 39
• 2. 학업성취도 평가 결과 활용 실태 ... 46
• 가. 학업성취도 평가의 중요성 및 필요성 ... 49
• 나. 학업성취도 평가 결과의 이해도, 유용도 및 활용도 ... 53
• 다. 활용도 제고를 위한 학업성취도 평가 개선 방향 ... 62
• 3. 시사점 ... 68
• Ⅲ 국외 학업성취도 평가의 결과 산출 및 활용 동향 ... 71
• 1. 학생들의 성취수준 파악을 위한 결과 산출 및 활용 ... 73
• 가. 학생수준에서의 평가 결과 제공 ... 73
• 나. 학교 및 지역 수준에서의 성취 파악 ... 81
• 2. 학교의 책무성 점검을 위한 평가 결과 산출 및 활용 ... 97
• 가. 국가수준 평가 결과 활용 ... 97
• 나. 향상도 산출 및 활용 ... 102
• 3. 교수·학습 개선을 위한 결과 산출 및 활용 ... 108
• 가. 교사의 교수·학습 활용 자료 ... 108
• 나. 학생/학부모 교수·학습 자료 제공 ... 115
• 4. 시사점 ... 117
• Ⅳ 교육의 책무성 점검을 위한 활용도 제고 방안:학교 성과지표 ... 121
• 1. 현행 학교 성과지표의 제한점 및 개선 방향 ... 123
• 가. 현행 학교 성과지표 활용의 제한점 ... 123
• 나. 학교 성과지표의 개선 방향 ... 126
• 2. 학교 성과지표 활용을 위한 개선 방안 ... 129
• 가. 향상도 지수의 이해 및 해석 제고 방안 ... 129
• 나. 새로운 학교 성과지표 개발 방안 ... 138
• 3. 새로운 학교 성과지표 적용 결과 분석 ... 144
• 가. 사전성취도 수준과 향상/하락 수준에 따른 학교점수 향상지수 비교 ... 145
• 나. 사전성취도와 학교점수 향상도의 연관성 ... 149
• Ⅴ 교육적 환류를 위한 활용도 제고 방안: 학생 성취지표 ... 155
• 1. 학생의 성취수준 파악을 위한 다양한 정보 산출 및 제공 ... 157
• 가. 정오표 및 하위 영역별 정보 확인을 통한 학력 점검 ... 157
• 나. 다양한 기준을 적용한 성취수준의 다각적 정보 제공 ... 164
• 2. 교수·학습 개선을 위한 학생 성취지표의 활용 예시 개발 ... 167
• 가. 학생의 성취수준을 활용한 수준별 교수·학습 실시 ... 168
• 나. 영역 및 문항별 성취율을 활용한 맞춤형 교수·학습 실시 ... 172
• 3. 인지적·정의적 통합적 접근을 통한 학업성취도 평가 결과 활용 ... 177
• 가. 학생 및 학교 특성 진단 정보를 활용한 통합적 진단 및 관리 ... 177
• 나. 학교단위 정보 기반의 진로 적성 교육 지원 ... 183
• Ⅵ 결론 및 제언 ... 189
• 1. 결론 ... 191
• 2. 제언 ... 198
• 가. 학업성취도 평가와 평가 결과 자료에 대한 이해도 제고 및 활용 역량 강화 ... 200
• 나. 평가 목적 달성 및 결과 활용 극대화를 위한 결과 제공 방법 개선 ... 212
• 다. 평가 결과 활용의 다차원화를 위한 교육 기관 간 협업 체제 구축 ... 222
• 라. 평가 목적에 따른 학업성취도 평가 체제 개선 ... 226
• 참 고 문 헌 ... 231
• ABSTRACT ... 241
• 부 록 ... 247
• [부록 1] 학업성취도 평가 결과 활용 및 인식에 관한 설문지 ... 249
• 끝페이지 ... 285