역량기반 교육과정에서의 평가의 실제적 구현: IBDP 사례

초록

Recently, some municipal education offices in Korea have tried to use IB's introduction of public education as a welcome to change the education. The IB curriculum is an issue in that it does not deviate significantly from the educational direction aimed at by the 2015 revised curriculum. Although there are many reasons for this, the direction and method of IB pursuit is very similar to the 2015 revised curriculum. Nevertheless, why is the teacher's experience on the actual curriculum different from the learner's experience? To this end, we reviewed the recently defined OECD concept of competence as a theoretical background for understanding the IBDP and reviewed how the IBDP's curriculum can be interpreted from this perspective. In addition, the national curriculum and the IB curriculum were applied to the field in order to recognize the difference in practical terms through interviews with teachers with experience. This analysis is still a concrete example for a more practical understanding of the concept of 'capability', which is still vague in the field, and it is expected to suggest meaningful implications for fundamentally understanding the principles of competency design.

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