교육과정 연계형 선발의 방법론: 미국 사례를 중심으로

Abstract

The purpose of this study is to analyze the framework of the educational system in America and of the selection system through literature studies and case studies, based on the conceptualization that the admission officer system is a typical selection system by the linkage of high school-university curriculum. The results are as follows. First, educational policies are collected and operated by the state government. Second, the type of admissions is simplified to early admissions, regular admissions, and occasional admissions. Third, as an example, UC Berkeley is conducting a university admission with a method of 'holistic reviews'. Fourth, the characteristics of institutional operations in America are that the curriculum in high school is independent of the selection in university for guaranteeing normal operation. The selection is made by articulation between secondary and higher education, and the admission data is unified regardless of admission types. Using the case of the admission officer system analyzed in this study, first, various admission materials are used such as recommendations from counselors and teachers, and letters of self-introduction as well as high-school records when selecting students. Also, the high school records are of more importance and have greater weight to university admission than the national standardized testing. The framework of universities' selection systems applies a model that selects students who meet the purpose of the major unit education by emphasizing the context of social selection and reflecting the university's ideology and educational need. The university entrance exam, called the college scholastic ability test, is considered as a competitive system. But in order for the admissions officer system to actually contribute as a mechanism towards the candidate’s selection the linkage of high school-university curriculum in the educational situation in Korea must be included in the admission process, otherwise the weight of standardized test alone has the opposite crippling effect on the influence of high school curriculum. First of all, it is necessary to minimize the influence the college scholastic ability test and to extend nation-owned evaluation rights to individual schools and teachers. In addition, it is necessary to change the direction of the university's student selection method to the "major unit selection system' that selects students who meet the purpose of the major unit education.