Abstract
Objectives This study develops a model of the achievement-standard statement from the perspective of subject-matter education in order to solve the problems with the existing way of stating the achievement standards and reflect the changes and demands in the current school education.
 Methods This model is composed of five constructs from the perspective of subject-matter education, by specifying content standards into ‘learning content’ and ‘learning context’ and performance standards into ‘performance action’ that means instructional activities needed to reach ‘target ability’ as the terminal behavior and ‘performance condition/target criteria’ necessary for such performance.
 Results Based on these constructs, this model systematically analyzed the 2015 English language achievement standards. The target for analysis is the overall achievement standards of the English subject, including common and optional subjects.
 Conclusions The study classifies the types of English language achievement standards based on this model and presents solutions to the problems with the statement, such as ambiguity, redundancy, clarity, or unity. Furthermore, the study provides a methodological framework necessary to develop new achievement standards appropriate for competency education in school.
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