특수학교 국민공통 기본교육과정 적용 학생의 학업성취평가 실태와 향후 과제

Abstract

The purpose of this study was to present the actual state of an academic achievement test and the suggestions of improvement for students with special needs applied by the national common basic curriculum. Research questions set for the purpose were as follows. First, what is the suitability directions based on the actual state of the academic achievement test for students with special needs applied by the national common basic curriculum who are placed in regular schools or special schools. Second, has the suitability of evaluation administration of the academic achievement test for students in regular schools or in special schools for the hearing or visually impaired been secured? Third, what are the problems in the national level academic achievement tests? Fourth, what are the suggestions of improvement to secure the suitability of the national level academic achievement test for students in special needs?For the purpose of this study, the domestic and foreign literature reviews of the national level academic achievement tests and in-depth interviews were used. As the suggestions of improvement for the academic achievement test of students with special needs applied by the national common basic curriculum, the followings are presented. First, the diverse types of academic achievement tests at the national level should be developed for full integration and extension in the academic achievement test for students in special needs. Second, overall reassessment for the suitability of special guidelines for students with special needs in the college scholastic ability test is required. Third, a model needs to be developed for evaluation accommodation relating to the development of test items in the national level academic achievement test and the college scholastic ability test. Fourth, a base that can apply anytime the standards of the evaluation accommodation of the national level academic achievement test is required in the academic achievement test for students in regular schools or in special schools for the hearing or visually impaired. Fifth,'the law of evaluation integration and accommodation for students in special needs' should be enacted to secure the necessity of evaluation participation and integration for all students in special needs. Sixth, the supporting system of the national level academic achievement test for students in special needs is to be built. Seventh, the law to require re-placement in a certain time after school placement needs to be enacted to increase the integration of students with special needs into regular school curriculum. Last, the increase of the accountability of special education teachers to the results of the academic achievement test is required.