An Action Research on Alignment Lesson Study Process of the Curriculum-Instruction-Assessment-Records

Based on a comprehensive understanding on alignment of the curriculum-instruction-assessment-records, this study aims at examining the course by which the power of society and the method of control are recontextualized in the level of schools and at developing alignment lesson study process. So, based on the teacher s understanding on an achievement standard, this study explored the meaning and characteristic of alignment, classifying with curriculum, instruction, assessment, and records, and presented alignment lessen study process by projecting into 4 steps such as instruction type, instruction reflection, instruction observation growth. In addition, this study analyzed the teacher s participation aspects over alignment lesson study by dividing school types based on reconstructualization of alignment into competence model, performance model, and intermediate type. The alignment lesson study process was very helpful to establishing instructional rule and regulative rule of the student, based on social recontextualization degree, over curriculum, instruction, assessment, and records. Especially, as Bernstein said, three-level rights (the right to be improved privately, the right to be included as a member of a community, and the right to participate) enjoyed by the students were accepted extensively by the alignment of curriculum-lessen-assessment-records. In case, alignment is applied to ‘weak classification’ and ‘weak framing’, the students constructed subjective identity, and in case alignment is applied to ‘strong classification’ and ‘strong framing’, the students constructed adaptive identity.