Based on Bloom's new educational target taxonomy Analysis of 2022 Revised Technology and Curriculum Achievement Standards

Objectives The purpose of this study is to provide implications by analyzing the 2022 revised middle and high school technology and curriculum achievement standards. Methods To this end, a total of 148 achievement standards, 97 middle schools, 51 high schools, were analyzed based on Bloom's new educational target taxonomy. The 148 achievement standards, which were the subject of analysis, were analyzed by a researcher and a coder according to the analysis frame and then negotiated, and the analysis results were verified by two external experts (one professor in the technologtyl education department and one doctoral degree in technologyl education). Results The research results are as follows. First, the 2022 revised middle and high school technology and curriculum achievement standards were concentrated in specific areas in terms of knowledge and cognitive process. In terms of knowledge, metacognitive knowledge was the highest and procedural knowledge was the lowest. In terms of cognitive process, ‘understanding’ was the highest and ‘remembering’ was the lowest. Second, as a result of the analysis of achievement criteria by school level, metacognitive knowledge in middle schools and conceptual knowledge in high schools were high in terms of knowledge, and in terms of cognitive process, ‘understanding’ in middle schools and ‘understanding’ and ‘analysis’ in high schools were high. Third, both middle and high schools showed less distribution of procedural knowledge. Conclusions It is necessary to expand procedural knowledge at the knowledge level by reflecting the characteristics of technology subjects based on these research results, and the intention of the curriculum should be clearly communicated by including various sub-elements of cognitive processes in the achievement standards. Furthermore, when developing achievement standards for the curriculum, it is necessary to hierarchize the cognitive process according to the school level, and follow-up research needs to be conducted so that a single knowledge dimension and cognitive process dimension can be reflected in a single sentence by clearly expressing the method of stating achievement standards.