고교학점제 최소 성취수준 보장 지도에 대한교사의 인식 및 실천 양상 사례 연구

Abstract

The purpose of this study is to analyze teachers' perception and practice of responsible education for the minimum achievement level of the high school credit system and to explore the possibility of high school education innovation. Ahead of the introduction of the high school credit system in 2025, the "minimum achievement level guarantee guidance" is being implemented in all high schools from 2023. For this, it was decided to focus on not only running separate programs, but also on ensuring that no students are alienated through instruction and evaluation innovation. Process-centered evaluation and growth-centered evaluation were reinforced by increasing the ratio of performative assessment, and the difficulty of test was adjusted. In addition, by activating group activities in instruction, efforts were made to structure cooperation among students and to link subject content and student life. As a result of these efforts, students' basic academic ability improved, and teacher efficacy increased as teachers' perspectives toward students changed. However, complaints from some parents who value discrimination increased, and teachers also felt doubts and frustration about responsible education. Through these practices, high school A teachers reflected on the meaning of responsible education, the need to improve school culture and systems, and the evaluation system. According to the case of A high school, in order for responsible high school credit system education to achieve its purpose in the future, first, a process of "sharing meaning" for responsible education must be sought, second, concrete methods must be sought instruction-evaluation innovation, third, a multiple support system and elementary-middle-high school linked education must be combined, and fourth, criterion-based evaluation should be applied in all high school subjects. In this case, the high school credit system can be used as an opportunity to innovate high school education.