학생 평가 방식이 학업성취 수준에 미치는 영향 분석
In this study, we examined the effect of assessment types on students’ academic achievement. The differential effect of assessment types on students’ achievement according to the degree of teachers’ class improvement activities was also analyzed. For these purposes, we utilized data from SELS and applied the fixed effects model and multiple imputation. The results indicate the assessment
types had no statistically significant effect on students’ academic performance. When combined with the improvement in teaching, however, the performance assessment shows statistically significant results for students’ academic achievement. Based on these results, we firstly suggest it would be groundless to associate the decline in academic performance with performance evaluation method. Secondly, we propose significant prerequisites for teachers to further develop their instruction, and for the government and individual schools to provide teachers with greater administrative and financial support.