2022 改定 漢文科 敎育課程에 따른 高等學校 成就水準 및 例示評價 道具 開發

Abstract

The Ministry of Education announced the revised curriculum for Chinese characters and classics in December 2022. Accordingly, achievement levels were developed to ensure fairness in assessing and evaluating learners' achievements. Additionally, example evaluation tools were developed to examine whether achievement levels could be implemented as school evaluation items. The achievement levels for high school Chinese characters and Classics were developed by categorizing achievement levels by standard and by area into five levels, A, B, C, D, and E, applying the general characteristics of achievement levels and setting types of achievement levels by standard, and developing principles for statement creation. Statement development was conducted by utilizing level-specific adverbs and performance verbs to ensure coherence and coordination. Achievement levels by standard were expressed clearly and concisely for easy understanding of their coherence with achievement standards and hierarchy between levels. Achievement levels by area were developed comprehensively and extensively in connection with achievement levels by standard. They were categorized into five levels considering the complexity of content elements, and levels were set according to the importance of content elements. At higher levels, all learning elements were included, while at lower levels, only important learning elements were clearly arranged. Furthermore, like achievement levels by standard, the degree of performance of processes and functions was reflected, and the degree of internalization of values and attitudes and the level of practice and participation were reflected. Next is the development of example evaluation tools according to the achievement levels of high school Chinese characters and Classics. Example evaluation tools for high school consisted of a total of 10 questions, with five questions each in the 'Chinese characters and vocabulary' area and the 'sentences' area. The question types were three multiple-choice questions, six open-ended questions, and one performance evaluation question. Three multiple-choice questions were all multiple-choice, and six open-ended questions consisted of two completion questions and four extended-response questions. Additionally, one performance evaluation question was designed to evaluate both projects and oral presentations simultaneously. We hope that these achievement level developments and example evaluation tools will be appropriately utilized by Chinese Characters and Classics teachers who are working diligently at school, hoping to help students understand what they have learned and to ensure fair evaluations.