성취평가제 확대 적용에 따른 대입전형 평가의 방향

Abstract

Objectives The purpose of this study is to explore the problems of the standard-based assessment, which is ex-panded in the high school credit system and the 2022 revised curriculum, and the direction of desirable college admission operation.
 Methods To this end, a survey was conducted on high school teachers and university admissions officers, and the questionnaire was composed of a background variable and a total of 14 questions in 4 areas and was prepared on a 5-point Likert scale. For the collected data, descriptive statistics, t-test, cross-analysis, and one-way var-iance analysis were conducted. In-depth interviews with experts (two high school teachers and admissions offi-cers each) were conducted to secure the validity and reliability of the survey results.
 Results First, the expansion of the standard-based assessment will reduce the student sub-curricular screening and expand the comprehensive student sub-curricular screening. Second, when the standard-based assess-ment is expanded, the boundary between the student sub-curricular screening and the student sub-curricular screening is blurred, and it is necessary to introduce qualitative evaluation in the student sub-curricular screening. Third, admissions officers were more negatively aware of the operation of subject selection and grade inflation according to student wishes than teachers, and teachers preferred to introduce or strengthen interview evaluation and admissions officers preferred to introduce or strengthen the minimum academic standards for the CSAT as a way to compensate for the difficulty of discrimination in student sub-curricular evaluation.
 Conclusions When applying the standard-based assessment requires additional factors, specific methods, spe-cific methods should be applied depending on the characteristics of the universities of universities should be ap-plied according to the characteristics of universities. In order to Evaluation of Desirable University Admissions high school life records, and universities need to strengthen the competitiveness of the evaluation of the evaluation.