To support English speaking instruction and assessment in Korean schools, this study developed a taxonomy of English speaking tasks by analyzing the 2022 Revised English Curriculum, reviewing standardized English speaking tests, and referring to task classifications in the CEFR and ACTFL. Three modes of English speaking were identified in response to different communication contexts and purposes: imitative, interactional, and presentational. Tasks designed to elicit each mode were further classified by task type. Imitative speaking comprised two task types: ‘listen and repeat’ and ‘read aloud’. Interactional and presentational speaking each included three task types, based on the macro functions of language use: interpersonal, transactional, and evaluative/problem-solving. Each task type was further subdivided into categories and subcategories. The resulting taxonomy can be aligned with school grade levels in the curriculum by excluding tasks that exceed the relevant achievement standards and by adjusting topics, vocabulary, language forms, and task complexity according to students’ grade levels.

The purpose of this study was to examine the status of the field application of the Science II career electives with the application of the 2015 revised curriculum up to the 3rd year of high school. This study focused on examining high school science teachers’ perceptions of the student-participatory class and process-centered assessment in Science II subjects, which are career-intensive high school science electives. A total of 192 science teachers responded to the survey questionnaire, and 12 teachers participated in interviews. In the in-depth interviews conducted to supplement the survey results, questions were asked about changes in the overall class, the status of student-participatory classes, and changes in the assessment of Science II subjects due to the emphasis on process-centered assessment. The main research results included teachers’perceptions of changes in teaching and assessment methods with the application of the revised curriculum, the degree to which the eight skills used in Science II classes develop the key competencies of science, and the teaching and assessment methods commonly used in Science II classes. Science teachers generally agreed with the purpose and necessity of introducing student-participatory classes and process-centered assessment, which are the core purpose of the 2015 revised curriculum. However, they had difficulties in practice due to the excessive content of Science II subjects. Problems were also encountered with securing objectivity and fairness during assessments and the operation of online science classes due to COVID-19.