An Analysis of Elementaty School Student Assessment Policy from the Perspective of Historical New Institutionalism : Focusing on the Period 1999-2024

This study analyzed the evolution of elementary school student assessment policies from 1999, when performance assessment was introduced, through June 2024. It focused on structural, institutional, and actor contexts, dividing the analysis into three phases: the introduction of performance assessment, the abolition of summative assessment, and the development of assessment practices. Initially, both “path creation” and “path dependence” were observed, as performance assessments were introduced while traditional assessments persisted. In the abolition phase, process-oriented assessments marked a “fork in the path.” Finally, the development phase saw performance assessments becoming established, with new adaptive and customized assessments emerging, driven by edu tech companies. Although these changes haven’t led to institutional reforms yet, shifts in assessment paradigms were evident. The study recommends future policies consider the structural context and incorporate feedback from educators.