A survey of high school teachers responsible for common subjects revealed that the proportion of performance assessments in written and essay-type evaluations is over 10% higher than that of written exams. Additionally, teachers expressed a strong preference for individual feedback on student performance levels in essay-type evaluations.
On June 15, the Korea Institute for Curriculum and Evaluation published 'Education Data Talk,' which visualizes key findings from various educational data. This publication includes research on curriculum evaluation, the College Scholastic Ability Test, and academic achievement assessments.
A representative from the institute stated, "While we have been diversifying the release of curriculum and evaluation data to enhance the quality of school education, there have been limitations in public access to statistical data from our research processes. We created 'Education Data Talk' in infographic format to distill complex educational data into a form that anyone can intuitively understand."
On June 15, the Korea Institute for Curriculum and Evaluation published 'Education Data Talk,' which visualizes key findings from various educational data. This publication includes research on curriculum evaluation, the College Scholastic Ability Test, and academic achievement assessments.
A representative from the institute stated, "While we have been diversifying the release of curriculum and evaluation data to enhance the quality of school education, there have been limitations in public access to statistical data from our research processes. We created 'Education Data Talk' in infographic format to distill complex educational data into a form that anyone can intuitively understand."
The first issue of 'Education Data Talk' includes findings from a survey on perceptions of written and essay-type assessments among high school teachers. The results indicated that the proportion of performance assessments in high school written and essay-type evaluations is 34.7%, compared to 25.1% for written exams, showing a significant preference for performance assessments. Furthermore, 63.5% of the surveyed teachers (106 respondents) indicated that they do not include short-answer or completion-type questions in their essay-type assessments.
Among the feedback types for written and essay-type evaluations, individual feedback on student performance levels was the most preferred, with 55.8% of teachers favoring this for written exams and 72.4% for performance assessments. However, preferences for feedback methods varied by assessment type. For written exams, 41.2% preferred feedback on performance results, while for performance assessments, 38.5% preferred feedback on the assessment process.
Kim Moon-hee, the head of the Korea Institute for Curriculum and Evaluation, stated, "We will continue to provide educational materials accumulated during our research processes in a way that is easily understandable and accessible to the public."
Among the feedback types for written and essay-type evaluations, individual feedback on student performance levels was the most preferred, with 55.8% of teachers favoring this for written exams and 72.4% for performance assessments. However, preferences for feedback methods varied by assessment type. For written exams, 41.2% preferred feedback on performance results, while for performance assessments, 38.5% preferred feedback on the assessment process.
Kim Moon-hee, the head of the Korea Institute for Curriculum and Evaluation, stated, "We will continue to provide educational materials accumulated during our research processes in a way that is easily understandable and accessible to the public."
* This article has been translated by AI.
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