A Study Exploring School-Level Self-Assessment Criteria for Implementing the High School Credit System

Purpose: This study aimed to develop a tool that individual schools can use to autonomously assess their readiness and operations for the implementation of the high school credit system. There is a need for monitoring whether the policy goals are being realized at the school level not through external evaluation, but through self-assessment by individual schools. Methods: A working group composed of experts and practicing teachers was formed to conduct focused discussions, reviews, and revisions by domain. Through this process, autonomous self-assessment elements for schools were identified, and questions were developed for each element. Results: The autonomous self-assessment elements were categorized into five major domains: operational system and culture, curriculum planning and operation, career and academic guidance, teaching, learning and assessment, and spatial design and utilization. These elements were structured in a way that allows schools to assess or evaluate them by verifying their presence or rating them using scales. Conclusion: The self-assessment elements serve as reference points to help individual schools determine what actions need to be taken. They can also be used by schools to evaluate their current operations.