성취평가제와 석차 등급제의 연계성 탐색: 실제자료와 모의자료 기반 비교 연구

초록

The five-level relative grading system has been proposed as a new method for calculating school grades in the 2028 college admissions reform plan. This study aims to examine the characteristics of the five-level and existing nine-level relative grading systems and evaluate their alignment with the standards-based assessment system. To this end, both empirical data analysis and simulated data analysis were conducted. The preliminary analysis using empirical data revealed that approximately 90% of students at Level A in common subjects were distributed within levels 1 to 4 under the nine-level system and levels 1 to 2 under the five-level system. Conversely, among Level E students, about 80% were classified into levels 6 to 9 in the nine-level system, and over 90% fell into levels 3 to 5 in the five-level system. The subsequent simulation analysis was based on 90 conditions, combining factors such as the number of students, score distribution, and units of score calculation, to comprehensively assess the alignment of both grading systems with the standards-based assessment framework. The results showed that the five-level system had a lower incidence of empty top-grade bands, helped mitigate excessive competition among high-achieving students, and exhibited stronger structural alignment with the standards-based approach. These findings suggest the feasibility and effectiveness of implementing the five-level grading system; however, potential issues in real-world application contexts, such as college admissions, need to be carefully examined and addressed.

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