The Role of Achievement Standards in 2022 National English Curriculum
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| Title: | The Role of Achievement Standards in 2022 National English Curriculum |
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| Language: | English |
| Authors: | Lee, Byeong-Cheon |
| Source: | English Teaching. Aut 2021 76(3):139-158. |
| Availability: | Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Academic Standards, Academic Achievement, National Curriculum, Role, Elementary School Teachers, Middle School Teachers, Teacher Attitudes, Negative Attitudes, Foreign Countries, Modern Language Curriculum, English (Second Language), Second Language Learning |
| Geographic Terms: | South Korea |
| ISSN: | 1017-7108 |
| Abstract: | This study investigates some of the implications for developing Achievement Standards (ASs) in 2022 national English curriculum by analyzing the perception of elementary and middle school teachers on the role of ASs in the 2015 national English curriculum. The major research areas were categorized into clarity, practical usability, and AS level and amount in the national English curriculum. Based on a survey of both descriptive and inferential statistics, the results of the current study demonstrated group differences in specific subtopic questions. Teachers did not have positive perceptions regarding practical application and clarity, while they exhibited positive perceptions regarding the level and the amount of ASs. The survey also suggested alternative ways to improve clarity and practical application of ASs by strengthening the linkage between elements in the curriculum such as assessment methods and instructions and supplementary comments of Ass beyond clear presentation of the ASs. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1318665 |
| Database: | ERIC |
| Abstract: | This study investigates some of the implications for developing Achievement Standards (ASs) in 2022 national English curriculum by analyzing the perception of elementary and middle school teachers on the role of ASs in the 2015 national English curriculum. The major research areas were categorized into clarity, practical usability, and AS level and amount in the national English curriculum. Based on a survey of both descriptive and inferential statistics, the results of the current study demonstrated group differences in specific subtopic questions. Teachers did not have positive perceptions regarding practical application and clarity, while they exhibited positive perceptions regarding the level and the amount of ASs. The survey also suggested alternative ways to improve clarity and practical application of ASs by strengthening the linkage between elements in the curriculum such as assessment methods and instructions and supplementary comments of Ass beyond clear presentation of the ASs. |
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| ISSN: | 1017-7108 |
