Korean high school curriculum is preparing for a new change. In other words, the high school credit system is about to implemented in earnest, and this will lead to students taking classes in consideration of the students’ career paths in high school. In Korea, technology education is compulsory up to middle school, while it is an elective subject in high school. High school elective subjects are currently being operated as general elective subjects such as technology and home-economics and career elective subjects such as general engineering, general intellectual property, and creative management. The purpose of this study is to investigate the trends and related issues of assessment in current high school technology classes in Republic of Korea. The types and contents of assessment were explored by collecting assessment plans for each school in Chungcheongnam-do through School Information Website, an information disclosure site operated by the Korean government. In addition, through interviews with in-service technology teachers, issues in assessments were investigated. Most of the technology classes in Korean high school had a high proportion of the type of performance assessment strategy and invention contents, and they were oriented toward students-centered activities or problem-solving classes. However, due to the insufficient infrastructure and support of the school, it is difficult to operate students centered activities. To overcome these problematic situations, technology teachers are making efforts through external financial aid applications and collaboration with the teachers’ professional learning community.

Keywords: technology teachers; assessment, trends, South Korea