This study aimed to find out the direction of reinforcing the subject special description as English records. The study analyzed the English subject description data published in 2017 and 2020 by the Ministry of Education. Focus group interviews were conducted with a total of 18 teachers, 6 each for elementary, middle, and high school. Analysis results of the 2017 data showed that the elementary data had a weak link with the curriculum, middle school data focused on functional areas rather than knowledge or attitudes, and high school data only presented examples of students with high achievement levels. On the other hand, the 2020 data includes not only subject special description but also teachers' content of teaching and evaluation materials according to achievement standards. Based on the results, the introduction of Likert scales and the creation of vocabulary groups by achievement standards are suggested.

1. 서론
2. 이론적 배경
    2.1. 과정중심평가와 2015 영어과 교육과정의 평가 및 기재 방향
    2.2. 과정중심평가 결과와 관련한 선행 연구
3. 연구 방법
    3.1. 포커스 그룹 인터뷰(Focus Group Interview: FGI)
    3.2. 면담 조사
4. 연구 결과 및 논의
    4.1. 교육부가 2017년에 발간한 초,중,고 영어과 교과세특 기재예시 분석및 전문가 인터뷰 결과로 살펴본 교원의 인식
    4.2. 교육부가 2020년에 발간한 영어과 교과세특 기재예시 분석 및 전문가인터뷰 결과로 살펴본 교원의 인식
5. 결론

• 허혜정(Teacher Policy Division, Education Researcher, Ministry of Education, 408 Galmae-ro, Sejong, Republic of Korea) | Heo Hye-Jung