The Journal of The Korean Association of Geographic and Environmental Education ISSN:1226-511X(Print) 2586-5641(Online) 한국지리환경교육학회지

This study examined the content of external influences related to the teacher’s performance assessment plan for the integrated social studies and the issues that appear in the main contents of the teacher’s performance assessment plan. The results of the analysis are summarized as follows: First, the external influence on the teacher’s performance assessment plan was lowered to the national level, including laws, the Ministry of Education, and the metropolitan and provincial offices of education. The emphasis outlined in their documents was concentrated in the schools’ academic performance management regulations. These regulations provide general guidelines that must be followed across all subjects. Second, an analysis of the ‘Performance Assessment Plan’ for 54 general high schools in region A in 2023 identified several issues, including performance assessments focused at specific times, confusion and lack of clarity regarding the ‘realms of assessment’ insufficiently restructured standards for performance assessment, and limited understanding of rubrics and achievement levels. Many of these issues stem from inconsistencies in the terminology used in the national curriculum or related guidelines, but a significant factor was teachers’ lack of awareness or understanding of performance assessment. Above all, it is essential to establish and disclose a clear and systematic assessment plan to ensure that learners, as the subjects of performance assessment, can fully understand the process. This is critical for guaranteeing the fairness, objectivity, and validity of performance assessment.