2009 개정 교육과정과 고등학교 학생들의 영어 학업성취 특성1)

Abstract

National Assessment of Educational Achievement (NAEA) is a 20-year-old criterion-referenced test, developed on the academic standards of the national curriculum. The test is annually administered to assess the achievement levels of students in the subject area of Language, Social Studies, Mathematics, Science, and English and to survey the perception of teachers and students’ teaching and learning experience. The test results have been used to identify and support the low academic achievers and to provide basic data to education policy makers and curriculum developers. This study intend to identify the achievement features of the high school English learners in the period of the 2009 revised English curriculum in terms of achievement trend and mastered standards. The test results of English from 2012 to 2018, when the 2009 revised English curriculum is effective and practiced, were gathered and analyzed to identify the achievement features of the high school learners of English. Overall there is a tendency of a decrease in the test score and a sustained but bigger gap between cities and other regions. Also, more than half of the academic standards of the English curriculum are not ‘mastered’ by the Good group and all the academic standards are not ‘mastered’ by the Basic group. The findings suggest new educational policies and new English curriculum tailored to the different achievement levels should be considered.