Practical implementation and implications of competency-based education and process-focused assessment

This study investigates the implementation status of competency-based education and process-focused assessment, introduced in the 2015 revised curriculum and emphasized in the 2022 revision, in Korean school settings. It aims to propose improvement measures for more effective and stable adoption. To achieve this, existing studies on the operation of the 2015 revised curriculum were reviewed, and three rounds of focus group interviews were conducted with 13 in-service teachers to collect practical cases and exemplary practices. The findings reveal that competency-based education and process-focused assessment are not yet fully aligned with their intended purposes due to practical constraints. However, they have been shown to promote shifts in teachers' perceptions and practices, thereby driving changes in school education. For effective implementation, the study suggests providing theoretical explanations and practical guidelines for the revised curriculum, developing teaching and learning tools, enhancing teachers' assessment expertise, and offering accessible resources. Additionally, introducing AI technology and administrative measures such as reducing the number of students per teacher and recruiting support staff are recommended to alleviate teachers' workload. Lastly, the study highlights the need for programs to foster understanding and cooperation from students and parents regarding competency-based education and process-focused assessment.