An Analysis of Issues in Performance Assessment of ‘Common Korean 1’: Focusing on the Internal Validity and Achievement Level Assessment

Purpose: This study aimed to analyze the performance assessment plans disclosed for the subject Common Korean 1 under the 2022 revised national curriculum. The focus was on diagnosing the patterns of assessment design, its internal validity, and the measurability of achievement levels. Methods: A total of 249 performance assessment tools from 102 high schools were analyzed. Key areas included assessment frequency, grading weight, use of achievement standards, alignment between tasks and standards, rubric type, number of scoring elements, achievement level measurability, and use of minimum achievement level statements. Results: Assessment design showed standardized patterns influenced by local education office guidelines. Achievement standards were concentrated in limited areas. In 18.1% of cases, tasks were weakly aligned with standards, and 35.4% used checklist-type rubrics. About 74% of tools lacked structure to measure achievement levels reliably, with variation across schools. Most schools (72.55%) used unmodified national statements for minimum achievement levels. Conclusion: The study results suggest that the formalization of performance assessment stems not only from teacher capacity, but also from structural constraints such as policy mandates and limited design autonomy. Improving assessment quality requires both teacher competence and systemic policy support.