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Perceptions of Teachers in High School Special Classes on the Status of Academic Assessment – focused on Seoul City

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2015, 16(2), pp.573-596
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Eunju Jung 1 Ryu, Guisung 2

1한국교육과정평가원
2관악고등학교

Accredited

ABSTRACT

The purpose of this study was to explore the current status and support needs for academic assessment in special classes in high schools. A total of 50 special teachers in high schools in Seoul participated in this study and answered the survey questions. The major findings of this study were as follows: First, most of teachers assessed the academic achievement of all students who they were teaching with the detailed annual plans. They were teaching mostly the subjects related to Occupation, Korean language, and Mathematics. They preferred the observation as the assessment method and recorded the results mostly only in the students’ IEPs. Second, teachers were struggling from the imperfect assessment systems and experiencing the difficulties in applying various assessment methods to meet individual student’s needs. Third, the first and foremost support plan for academic assessments in special classes in high schools was the development and dissemination of the assessment methods and tools for each subject, followed by nation-level assessment standards and guidelines for academic assessment in special classes in high schools.

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