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

This study aims to analyze the issues of Korea’s standards-based achievement assessment system and and explore the curriculum structure and assessment framework of the IB DP, focusing on the DP Geography subject, to derive implications for its implementation in Korea. The findings of the study are summarized as follows. First, the Korean achievement assessment system provides an achievement level statement for every standard on a scale of A to E, with an achievement level for each standard. However, this approach makes it difficult for students to clearly understand what they know and can do in the subject. Second, the DP Geography course is presented comprehensively while allowing for diverse and integrated teaching and learning activities in the classroom. The assessment method consists of internal and external assessments, and achievement levels are reported on a scale of 1 to 7. In particular, the achievement level descriptors are consistently applied across all subjects within the ｢Individuals and Societies｣ group, enabling students to interpret the meaning of the grades in the same way. Third, the achievement level statements, markbands and markscheme are closely aligned to guide teaching and learning and enable students to judge their own competence.