An Analysis of the Agenda-Setting Process of the Performance Assessment Reform Issue: Application and Extension of the Cobb Model in the Digital Public Sphere

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Key Points

The aim is to analyze how the performance assessment reform issue transitions from a social issue to a government policy agenda.
Integrated Cobb & Elder's stage model with Cobb, Ross, and Ross's type model for analysis.
Utilized qualitative document analysis on policy documents, social media discourse, citizen petitions, media reports, and teacher union statements.
Investigated the structural characteristics of the agenda-setting process and actor interactions.
The issue began with external actors raising concerns, forming public opinion in the digital sphere, and structuring policy through petitions and media.
The diffusion of public agenda and the government's policy response occurred concurrently, showing overlapping actions of the executive and legislative branches.
The case expands the Cobb model by demonstrating the acceleration and parallel nature of agenda-setting in a digital environment.

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Analyzes the agenda-setting process of performance assessment reform in education, highlighting its implications in digital contexts.

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Kim et al. (2026) studied this question.

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