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【Financial News, Jeonnam Gwangju — Hwang Tae-jong】The Jeonnam Gwangju Metropolitan City Office of Education plans to train 200 teachers to lead the 'K-Descriptive and Essay Assessment,' which is slated for introduction in the first half of next year.
 To this end, beginning in October, the office will open applications for 'lead teachers' among elementary and secondary teachers who are committed to transitioning to descriptive and essay assessment, including those with subject-matter expertise and completion of basic courses for classroom and assessment specialists.
 Education Superintendent Kim Dae-jung said, "The 'K-Descriptive and Essay Assessment' will help develop students' future competencies and serve as a foundation for establishing a classroom and assessment system in which teachers and students independently explore and think," urging teachers to participate actively.
 The Jeonnam Gwangju Metropolitan City Office of Education said on the 29th that the 'lead teacher' program will select approximately 20 teachers for each subject in elementary and middle schools, for a total of 200. The teachers will develop achievement-standard-based descriptive and essay questions and clear scoring rubrics for each achievement level, while also helping establish the foundation for using an artificial intelligence (AI)-based assessment scoring system.
 In particular, beginning in the first half of the 2027 school year, when the introduction of the 'K-Descriptive and Essay Assessment' is being pursued, the office will launch in-person practical training for teachers responsible for Grades 5 and 6 in elementary school and Grade 1 in middle school.
 The training will be divided into elementary and secondary programs, with four cohorts in Gwangju, two in western South Jeolla Province, and two in eastern South Jeolla Province for each level, totaling 16 cohorts. It will focus on practical content that can be applied directly in schools, including an understanding of descriptive and essay assessment, hands-on development of assessment questions through small-group exercises, and answer-writing guide training.
 The Jeonnam Gwangju Metropolitan City Office of Education also plans to establish and operate an 'Evaluation Planning Task Force' composed of assessment experts and an 'Evaluation Development Team' centered on classroom teachers.
 The 'Evaluation Planning Task Force' will establish the vision of 'K-Descriptive and Essay Assessment Leading a Great Transformation in Education.' It will define the principles and philosophical direction of descriptive and essay assessment conducted in Jeonnam Gwangju, set its overall direction, and prepare common development guidelines for creating assessment materials.
 The 'Evaluation Development Team' will produce and develop assessment materials, including standardized questions, rubrics, and sample answers that reflect achievement standards and subject characteristics. It will support their use in schools and encourage teachers to conduct voluntary research on descriptive and essay assessment.
 The Jeonnam Gwangju Metropolitan City Office of Education will also strengthen its support for professional learning communities, such as subject-matter research groups, so that teachers can conduct independent research and enhance their assessment expertise.
 It also plans to integrate and revise the 'Jeonnam Gwangju Academic Performance Management Guidelines' and establish a safety net that legally guarantees teachers' authority over assessment, thereby reducing their psychological burden.
 In addition, the office will introduce an advanced AI-based assessment system to support the design, development, administration, scoring, and feedback stages of descriptive and essay assessment. The system will assist with assessment-related work and reduce the grading burden in schools.
 Education Superintendent Kim Dae-jung emphasized, "By implementing a sustainable classroom and assessment system based on the 'K-Descriptive and Essay Assessment Leading a Great Transformation in Education,' we will present a direction for school education and, furthermore, realize the local production and local use of education."

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