텍스트 마이닝을 적용한 성취평가제 연구동향 분석

Abstract

This study aims to examine the research trends related to achievement standards-based assessment. To this end, a total of 87 papers published in KCI-listed academic journals from 2011, when the ‘Advanced Plans for Academic Administration in Secondary Schools’ was announced, to March 2024 were analyzed through keyword frequency analysis, co-occurrence analysis, LDA topic modeling, and semantic network analysis. The main findings are as follows. First, research on achievement standards-based assessment revolved around three main topics: ‘Teaching and learning design (Topic 1)’, ‘Development of achievement standards and teacher perception (Topic 2)’, and ‘Introduction of High school credit systems (Topic 3)’. Second, Topic 2 showed a decrease in research proportion, while Topic 3 showed an increase. Third, topics in achievement standards-based assessment research were found to be interconnected around ‘Curriculum’ and ‘School’. Fourth, keywords such as ‘learning’, ‘curriculum’, ‘class’ in Topic 1; ‘development’, ‘operation’, ‘school’ in Topic 2; ‘operation’, ‘high school credit system’, ‘curriculum’ in Topic 3 were identified as top keywords in terms of both degree centrality and betweenness centrality. Based on the analysis results, implications for future research directions on achievement standards-based assessment systems were suggested.