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Developing an Educational Performance Indicator for New Millennium Learners

Product code: JRTE-PDF

Publication type: Journal Article
Citation:  JRTE, 2010; 43(2) 157-170

 


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Educational performance based on the learning outcomes of formal school-ing in a future knowledge society could be significantly different from that of today. This study investigates the possibilities of developing an educational performance indicator for new-millennium learners (NMLs). The research-ers conducted literature reviews, a meeting of experts, pilot studies, and a nationwide survey to define and refine a concept of educational performance required by a knowledge society. The study identified cognitive, affective, and sociocultural domains as core constructs of the indicator. We conducted ex-ploratory and confirmatory factor analysis to validate the indicator. We have identified three domains with four factors in each have to measure the educa-tional performance of NMLs. Information management, knowledge construc-tion, knowledge utilization, and problem-solving abilities are four factors in the cognitive domain. The affective domain consists of self-identity, self-value, self-directedness, and self-accountability factors. Finally, the sociocultural do-main includes social membership, social receptivity, socialization, and social fulfillment factors. (Keywords: Educational performance, new millennium learners, cognitive domain, affective domain, sociocultural domain)

Authors/Contributors:
  • Name: Myunghee Kang
  •  
  • Name: Heeok Heo
  •  
  • Name: Il-Hyun Jo
  •  
  • Name: Jongho Shin
  •  
  • Name: Jeonghee Seo
  •