Three Teachers' Organizations: "Resolve Confusion Over the 'High School Credit System' Before Discussing Expanded Written-Response and Essay-Type Assessments"

Joint Press Conference Calling for the Normalization of High School Education Held on the 8th

Education authorities are considering introducing and expanding written-response and essay-type assessments in the CSAT and school-based grading, but educators say the confusion caused by the high school credit system must be addressed first.

On the morning of the 8th, teachers' organizations, including the Korean Federation of Teachers' Associations, the Korean Teachers' Union, and the Korean Teachers and Education Workers Union, held a joint press conference at the main gate of the Government Complex Seoul, calling for the normalization of high school education. They urged the National Education Commission and the Ministry of Education to "first resolve the confusion in schools caused by the high school credit system."

On the 8th, the Korean Federation of Teachers' Associations, the Teachers' Union Federation, and the Korean Teachers and Education Workers Union, among other teachers' organizations, held a joint press conference at the main gate of the Government Complex Seoul, calling for the normalization of high school education. The Korean Federation of Teachers' Associations (KFTA)

The three teachers' organizations said that even in the second year of full implementation of the high school credit system, schools continue to face confusion and disruption. They explained that schools are being pushed to their limits by the combined effects of course selection driven by admissions advantages and disadvantages, educational disparities based on school size, teacher shortages and the burden on teachers of teaching multiple subjects, and students' academic workload.

They stressed that the misalignment between the curriculum and the college admissions system must be urgently resolved, as the first students subject to the high school credit system will take the college entrance exam for the 2028 academic year in 2027. They said the urgent priority is to correct the problem of elective classes, which were supposed to ensure learning aligned with students' career paths and aptitudes, instead becoming a means of preparing for college admissions. They warned that if the issue continues to be neglected, the same confusion could affect not only current students but also those who enroll in the future.

They criticized the authorities, saying that students, parents, and teachers are growing increasingly anxious about another new reform, as the introduction of written-response and essay-type assessments in college admissions is being pushed without adequately reviewing or resolving the confusion following the introduction of the high school credit system.

On expanding written-response and essay-type assessments, they said, "We must first ensure that teachers and classroom conditions are in place to give students adequate opportunities to read, discuss, and write." They voiced concern that changing only the assessment format without verifying the time required for teaching, setting questions, and grading, the fairness and reliability of assessments, and accountability for handling complaints and errors could shift the burden of college admissions into a different form and widen educational disparities.

Song Suyeon, chair of the Korean Teachers' Union, said, "In a survey conducted by the Secondary Teachers' Union of 1,197 high school teachers from July 20 to August 3, 98.2% of respondents called for a complete review, abolition, or comprehensive improvement of the high school credit system," adding that "76.1% said student competition and pressure had increased since the introduction of the five-tier grading system for school records." Citing restrictions on course choices and educational disparities at small schools, Song asked, "If they cannot even resolve the problems we face now, how can they take responsibility for the next reform?"

Kang Juho, president of the Korean Federation of Teachers' Associations, said, "We must put an end to a system that increases teachers' workloads without increasing their numbers and relies on their dedication to make up for the system's shortcomings." He also called for a return to absolute grading for career-oriented and interdisciplinary electives, the abolition of the non-completion system and instruction to ensure minimum achievement levels, and a reduction in the amount of information recorded in student records and in the detailed descriptions of students' competencies and special characteristics. He added that changing only the assessment method would not change classroom instruction, stressing that changes to teaching, school conditions, and the fairness and reliability of grading must be ensured before written-response and essay-type assessments are expanded.

Park Younghwan, chair of the Korean Teachers and Education Workers Union, cited the results of a survey the union had previously conducted on teachers' perceptions of high school assessment systems and written-response and essay-type questions on the CSAT.

In a survey conducted by the Korean Teachers and Education Workers Union of 1,424 teachers nationwide from September 21 to October 2, 70.4% of respondents opposed introducing written-response and essay-type questions on the CSAT.

Of those surveyed, 52.6% "strongly opposed" introducing written-response and essay-type questions on the CSAT, while 17.8% "somewhat opposed" it. Only 15.1% were in favor.

When asked about potential problems arising from the introduction, the highest share of respondents, 94.3%, said there was a high likelihood of private education expanding. Concerns about the fairness and reliability of grading and widening educational disparities among schools, regions, and students each stood at 93.0%. By contrast, 31.9% saw a high likelihood of improving critical thinking and logical expression, while 26.0% expected an expansion of classes centered on questions, discussion, and inquiry. The Korean Teachers and Education Workers Union said, "Educators on the ground believe that educational benefits cannot be expected to materialize simply by adopting a written-response and essay-type question format."

Park urged policymakers to reflect the demands of educators, asking, "Is there any reason to pursue a policy whose potential problems are clear but whose benefits are uncertain?"

This content was produced with the assistance of AI translation services.