There are various types of assessment systems in Korea. These include the nationwide system of scholastic achievement tests (SATs) (the national assessment of educational achievement), see Appendix 2 and below, and continuous classroom assessment by teachers.16
External assessments to monitor and identify a student body's level of achievement (performance testing) have been implemented in Korea since the late 1950s, both nationwide and locally. National assessment data have been collected by several central agencies. Most local centres for educational research have collected assessment data in each district of education since the 1950s. The major purpose of both national and local assessment of this nature seems to be that of comparing achievement among regions, sexes and schools. Schools and teachers have also been encouraged to use the assessment results to improve teaching and learning.25
The National Board of Educational Evaluation, NBEE (also known as the National Institute of Educational Evaluation, NIEE) administered national assessments at elementary school, junior high school and high school level during the period 1987 to 1997. From 1994 to 1997,25 the NBEE was also in charge of nationwide assessment for Years 4 to 6 (of elementary school education). The staff of the NBEE comprised specialists in educational measurement, evaluation and statistics.16 At the end of December 1997, the work of the NBEE was taken over by the Korea Institute of Curriculum and Evaluation (KICE).27
A revised system of periodic national assessments of student achievement (the national assessment of educational achievement) began to be implemented in September 2000, the principal aim of which is to monitor the curriculum. Under the system, Korean language, maths, science and social studies are assessed every two years (two subjects each year), while English communications skills and the use of information technology skills are assessed once every three years. Small samples of students (between 0.5 per cent and one per cent of the whole student population in specific Years/Grades) are involved in the tests.24
See section 6.2.7 in addition.
The main purpose of assessment is to identify the rate of progress of students. Since the introduction of the Seventh National Curriculum (March 2000 onwards), student assessment results have begun to be used to place students according to the differentiated curriculum.24
All schools are expected to establish attainment targets by Grade/Year level for individual subjects and extracurricular activities and assess the progress of each student by using various evaluation tools and methods. The results of such evaluations are expected to be used to improve the quality of teaching.46
Schools also assess their curriculum implementation every year and utilise the results in planning curriculum organisation and implementation for the next school year.46
National scholastic achievement testing/the national assessment of educational achievement
Each municipal or provincial office of education (MPEA) or regional education authority has traditionally used the results of national scholastic achievement tests to monitor school accountability and sometimes teacher or headteacher accountability.27
Official objectives for the nationwide scholastic achievement tests are to:
National scholastic achievement testing/national assessment of educational achievement
Until 1999, nationwide scholastic achievement testing was compulsory for students in Years 4 to 6 of elementary school education and results reported nationally for, usually, a one per cent sample of students. Year groups and subjects tested varied annually. The Ministry of Education (now the Ministry of Education, Science and Technology) cancelled national scholastic achievement testing in 1999 and requested the Korea Institute of Curriculum and Evaluation (KICE) to develop new national scholastic achievement tests, which began to be implemented in September 2000. In accordance with the new scheme, two subjects are tested each year for a sample of between 0.5 and one per cent of the total student population in Years 6, 9 and 10.27
Continuous assessment
In addition, all students are continually assessed by their teachers.
National scholastic achievement test/national assessment of educational achievement
The national scholastic achievement test for elementary and secondary school students is usually administered in September. Until 1999, the Grades/Year groups and the subjects tested varied each year. In some years only Korean and maths were tested; in others all subjects were tested. In elementary schools, children in Years 4-6 were tested. In 1999, the Ministry of Education (now the Ministry of Education, Science and Technology) cancelled national scholastic achievement testing and requested the Korea Institute of Curriculum and Evaluation (KICE) to develop new national scholastic achievement tests. These have been implemented since September 2000. In accordance with the new scheme, two subjects are tested each year for a sample of between 0.5 and one per cent of the total student population in Years 6, 9 and 10. In 2000, for example, maths and social studies were tested.27
Appendix 2 provides full details of the national scholastic achievement tests held over the period 1987-1998.
National scholastic achievement testing takes place once a year, while classroom evaluation/continuous assessment can be conducted at any time by the class teacher. National scholastic achievement testing is formal, while classroom evaluation/continuous assessment is generally informal. Nationwide scholastic achievement assessment is a written test. Classroom assessment/continuous assessment can take the form of written tests, oral tests, practical tests or portfolio presentation.16
In the past, multiple-choice assessment has been particularly favoured in Korea.16 Schools are, however, now expected to try to measure student achievement in individual subjects in a balanced way, putting more emphasis on such methods as essay-type tests or observation tests to assess expression and attitude instead of the conventional multiple-choice test. Where applicable, schools are also expected to utilise practical assessment procedures to evaluate/assess experiment and workshop activities.46
National scholastic achievement testing/national assessment of educational achievement
Previously, the National Board of Educational Evaluation (NBEE) conducted the nationwide scholastic achievement assessment, in cooperation with local boards of education and schools. A committee was organised to develop the assessment questionnaire. This committee comprised one professor in educational assessment, four subject professors, seven specialists and 48 subject researchers. NBEE assessment committee members were selected in April and were trained at the NBEE. To ensure continuity and consistency of assessment, only some members of the assessment committee were replaced each year. In January, the assessment programme was mailed to the boards of education in each city and province and preliminary training in sampled schools was conducted in August.16
The Korea Institute of Curriculum and Evaluation (KICE) took over responsibility for national scholastic achievement assessment at the end of December 1997. In 1998, national scholastic achievement assessment was administered by KICE in much the same way as it previously had been by NBEE. 27
Continuous assessment
For continuous classroom assessment, the board of education in each city and province produces assessment instruments through various workshops.16
Assessment in Korea is both criterion- and norm-referenced. The nationwide scholastic achievement tests are norm-referenced and the results are recorded by numerical scores. Continuous classroom assessment is criterion-referenced and the results are generally recorded by descriptive statement.16
The School Activities Record
The Ministry of Education (now the Ministry of Education, Science and Technology), on the recommendation of the Presidential Commission on Education Reform (PCER), introduced a new 'Student School Record'/'School Activities Record' system in the 1996 academic year. Its aim was not only to provide summative, but also diagnostic and informative information on each student's academic achievement and social development. The School Activities Record includes the following information:
At the elementary school level, it is requested that, from the above items, details of a student's performance and what is especially noteworthy in particular subject areas, extra-curricular activities, service activities and conduct and personality are recorded in a descriptive, anecdotal manner - rather than by grade/mark. The contents and hours of an individual's involvement in activities related to developing self-discipline and voluntary services are also reported as indicators of character and personality.26
Most schools assess their curriculum implementation every year and utilise the results in curriculum organisation and implementation for the coming years. Results in the national assessment of educational achievement for a particular school are not intended to have any particular effect/influence on that school. However, most principals and teachers want to increase their competitive power by achieving higher scores in the tests, because of the strong parental concerns in this respect.16
At this level, results in the national scholastic achievement tests/national assessment of educational achievement or in continuous assessment do not generally influence whether a child moves up to the next stage/phase of his/her education. Generally, most children move up to the next Grade level, regardless of their results in national tests or similar. Students' results can, however, be used as a reference for gifted children who merit being transferred to a special programme; there are several special programmes for the gifted in high schools specialising in science, foreign languages, art and music, athletics, etc, for example.16
Since the introduction of the Seventh National Curriculum (March 2000), the results of student assessment have also begun to influence their placement on the new differentiated curriculum (see 5.2).
Previously, details of the national average scores of those students sampled at each Grade in the NBEE scholastic achievement testing, were mailed to schools and teachers used these for reference. The results of school assessment were, however, generally not made public. Test scores were not intended to be made available to students or parents.16
The School Activities Record
Schools must report the assessment record of individual students in Years 1 and 2 of elementary school in the form of a written document referring to the student's activities, personal traits and progress in individual subjects.46 From Year/Grade 3 onwards, reporting of their progress in individual subject areas receives more emphasis.16
The Ministry of Education (now the Ministry of Education, Science and Technology), on the recommendation of the Presidential Commission on Education Reform (PCER), introduced a new 'Student School Record'/'School Activities Record' system in the 1996 academic year. Its aim was not only to provide summative, but also diagnostic and informative information on each student's academic achievement and social development. The School Activities Record includes the following information:
From the above items, it is requested that details of a child's performance and what is especially noteworthy in particular subject areas, extra-curricular activities, service activities and conduct and personality are recorded in a descriptive, anecdotal manner. The contents and hours of an individual's involvement in activities related to developing self-discipline and voluntary services are also reported as indicators of character and personality.26
Most schools have arrangements to see and report to parents (either face to face, by telephone or in writing) several times during the academic year. 78
Percentage of students entering the next phase of education
| Year | Rate of students entering middle school from elementary school, % |
| 1970 | 66.1 |
| 1975 | 77.2 |
| 1980 | 95.8 |
| 1985 | 99.2 |
| 1990 | 99.8 |
| 1995 | 99.9 |
| 1996 | 99.9 |
| 1997 | 99.9 |
| 1998 | 99.9 |
Source: REPUBLIC OF KOREA. MINISTRY OF EDUCATION (MOE) (1999a) and REPUBLIC OF KOREA. MINISTRY OF EDUCATION (MOE) & KOREAN EDUCATIONAL DEVELOPMENT INSTITUTE (KEDI) (1998). Handbook of Educational Statistics. Seoul: MOE.
Rate of graduation from elementary education, %
| Year | Rate of graduation from elementary school, % |
| 1970 | 86.1 |
| 1975 | 90.8 |
| 1980 | 94.1 |
| 1985 | 96.8 |
| 1990 | 98.7 |
| 1995 | 98.5 |
| 1996 | 98.6 |
| 1997 | 99.1 |
| 1998 | 98.9 |
Source: REPUBLIC OF KOREA. MINISTRY OF EDUCATION (MOE) (1999a) and REPUBLIC OF KOREA. MINISTRY OF EDUCATION (MOE) & KOREAN EDUCATIONAL DEVELOPMENT INSTITUTE (KEDI) (1998). Handbook of Educational Statistics. Seoul: MOE.