ABSTRACT
This chapter provides a rough sketch of the issues in the academic achievement debates of each period. It explains matters and prospects for academic achievement research in light of the fact that the competency-based curriculum reforms of recent years are making progress. The theory of academic achievement was born from the counterargument against new post-war education, the context being the circumstances of the post-war era, when it became possible to debate schools' educational content and curricula. The components and structure of academic achievement model manifests as the behavioural verb of the educational objectives, or as the criteria of the evaluation at the assessment site. In the 1980s, a tendency emerged to reconsider the 'academic achievement debate' in terms of the 'learning-centred approach'. PISA's view of academic achievement sparked theories on capabilities and academic achievement which emphasise the fact that capabilities are embedded in human relationships and learning contexts.
