• Title, Summary, Keyword: 서술형 평가

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Current status and future direction of constructed-response assessments - Cases of secondary mathematics in Gyeonggi-do and Ohio - (중등 수학과 서술형평가 체계의 실제와 대안적 발전 방향 모색 - 경기도 창의.서술형 평가와 미국 오하이오 주 평가를 중심으로 -)

  • Kim, Rae-Young;Kim, Goo-Yeon;Noh, Sun-Sook;Kim, Min-Kyeong;Jeon, Ji-Hoon;Kim, Ki-Young;Lee, Min-Hee
    • Communications of Mathematical Education
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    • v.26 no.3
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    • pp.273-299
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    • 2012
  • The purpose of this study is to investigate how constructed-response assessments are currently defined and used to find an alternative way of developing well-defined constructed-response questions and an assessment system. Based on our review of the literature, we analyze constructed-response assessments developed and used in Gyeonggi-do, South Korea and Ohio, U.S.A. in terms of their definitions, types of questions, information and guidelines given by the government agencies in each place, and scoring rubrics and their use. The results provide meaningful implications for the development of constructed-response assessments in the future.

Mathematics Teachers' Perceptions about and Implementation of Constructed-Response Assessment (수학교사들의 서술형.논술형 평가에 대한 인식 및 실행 조사)

  • Lee, Sunbi;Kim, Gooyeon;Noh, Sunsook;Kim, Min Kyeong;Kim, Rae Young
    • Journal of the Korean School Mathematics Society
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    • v.17 no.2
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    • pp.275-290
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    • 2014
  • This study aims to examine how secondary mathematics teachers perceive and how they use constructed-response assessment in their mathematics classrooms. For this purpose, we conducted a survey in Seoul, Inchun, and Gyeonggi-do; 189 teachers participated in the survey. Results from the data analysis suggest as follows: a) the secondary mathematics teachers participated in the survey seem to consider the primary goals of assessment through constructed-response items as evaluating student achievement and the development of students' thinking and creativity; b) the teachers perceive that constructed-response assessment would promote students' mathematical thinking and problem solving skills; c) in general, constructed-response items were included in both performance assessment(less than 20 percent) and paper-and-pencil test(20 to 40 percent); and d) constructed-response items were primarily used as a part of regular examination, rather than as an independent assessment.

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A Survey of Perception and Status about Descriptive Assessment -Focused on Elementary School Teachers in Seoul Area- (서술형 평가에 대한 인식 및 실태에 관한 조사연구 -서울시 소재 초등교사를 중심으로-)

  • Kim, Min-Kyeong;Cho, Mi-Kyung;Joo, You-Ri
    • Journal of Elementary Mathematics Education in Korea
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    • v.16 no.1
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    • pp.63-95
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    • 2012
  • Since performance assessment was implemented for 10 years, a survey has been carried out from 212 elementary school teachers in Seoul area in terms of their perception and status about descriptive assessment. As results, most of teachers agreed strongly that using constructed-response items is necessary for assessment, and they showed that purpose of using constructed-response items in their mathematics classrooms was to evaluate accurately student achievement in accordance with learning objectives in mathematics and they referred mainly to items which they modified from problems or items in the textbook when they generate constructed-response items. In addition, they considered level of difficulty in creating constructed-response items mostly. Moreover, they indicated that the effects of assessment through constructed-response items would be improvement of students' problem solving and reasoning skills.

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The defects of questions of descriptive assessment in elementary school mathematics and the suggestions for its improvement -focusing on the questions produced by Gyeonggi Provincial Office of Education (초등 수학과 서술형 평가문항의 문제점과 개선방안 -경기도 교육청 창의.서술형 평가 문항을 중심으로-)

  • Chang, Suchin;Kim, Soomi
    • Journal of Elementary Mathematics Education in Korea
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    • v.18 no.2
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    • pp.297-318
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    • 2014
  • This study is designed for helping elementary school teachers have an insight into making or choosing questions of descriptive assessment in mathematics. For this, it is analyzed 30 descriptive mathematical questions produced by Gyeonggi Provincial Office of Education in 2011 and 2012 and 3rd to 6th grade students' papers marked by their teachers in charge from 2 elementary schools located in Gyeonggi Province. The main focus of analysis is the errors of students' answers and teachers' marking not from their own mistakes but from the defects of questions themselves. As a result of analysis, 7 cases of problematic situations are induced and they are reorganized into 3 categories as follow: i) case of not performing unique purpose of descriptive assessment, ii) case of inducing the problem of fairness of grading, iii) case of leading students erroneous direction.

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A Study of Teachers' Perception and Status about Descriptive Evaluation in Secondary School Mathematics (중등 수학과 서술형 평가의 현황 분석 연구)

  • Noh, Sun-Sook;Kim, Min-Kyeong;Cho, Seong-Min;Jeong, Yeon-Sook;Jeong, Yun-Ah
    • Journal of the Korean School Mathematics Society
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    • v.11 no.3
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    • pp.377-397
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    • 2008
  • In today's secondary school mathematics curriculum, assessment is to be focused on evaluating the student's mathematical thinking rather than finding the correct solution to the problem. A descriptive evaluation method is therefore introduced to the school districts and suggested as an alternative assessment method in K-12 school mathematics. Descriptive evaluation method is widely available for use in schools, but there are barriers to using it since the teachers are forced to use the method by the school districts. In this research, we surveyed 120 secondary school mathematics teachers in Seoul and the surrounding metropolitan area to understand the status and the perception about using descriptive evaluation. The goal of the study was to find and understand the direct implications of using the new assessment method in secondary mathematics classes. The study showed that most of the mathematics teachers used the descriptive assessment method during their regular exam periods which is given twice per semester. Most of the open-ended problems used for descriptive evaluation were medium or high level math questions which were graded by the teachers at least 3 times to ensure objective evaluation. The teachers stated that objectivity in grading, administrative situation, and development of descriptive problems were the difficult barriers in descriptive evaluation. The teachers in the survey also commented that teachers' administrative responsibility should be reduced and that school environment in general should be improved for the new assessment method to become successful. Finally, the study showed that development of more descriptive problems with specific grading guidelines need to be developed for each grade level.

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An Analysis of Characteristic and Factor about Middle School Science Descriptive Assessment Items (중학교 과학과 서술형 평가의 문항 특성 및 요인 분석)

  • Kim, Sungki;Choi, Eunju;Paik, Seounghey
    • Journal of the Korean Chemical Society
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    • v.59 no.5
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    • pp.445-453
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    • 2015
  • In 2005, descriptive assessment was introduced to increase students’ higher mental ability like problem-solving ability and creativity. Every year the ratio of descriptive assessment increases and it is regarded as an alternative evaluation to a multiple-choice item which measures simplicity knowledge. Externally the descriptive assessment took a root in school, but we can’t say definitely that it meets its original goal. In this paper, science descriptive assessment items of 5 middle schools in Gyeonggi-do were analysed; examiners was interviewed about how well they understood the characteristic of the assessment items. According to the analysis, characteristic of the items are ① unequal distribution of unit, ② difference of item’s type by unit, and ③ disappearance of measuring higher mental ability. It is considered that there are several factors of these characteristic - the lack of teachers’ ability to make assessment item; understanding of assessment instrument. These factors can be explained by the lack of assessment expertise. So the society’s effort is needed to raise teacher’s ability for the descriptive assessment.

2007개정 교육과정에 따른 서술형 평가 자료 개발

  • Kim, Tae-Hwan
    • Proceedings of the Korea Society of Elementary Mathematics Education
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    • pp.157-172
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    • 2010
  • 본 연구는 현행 초등학교에서 이루어지고 있는 서술형 평가의 유형과 문제점을 분석해 보고 2007개정 교육과정에 따른 수학과 서술형 예시 평가 문항을 개발해 보는데 목표가 있다. 학교에서 시행되고 있는 평가 자료의 분석은 수학교과서, 국가수준 학업성취도 평가지, 서울시 교육청 보급 2010 장학자료집, 서울시내 학교에서 시행되고 있는 평가 문항을 분석해 보았다. 그리고 예시 서술형 평가 문항개발은 2007개정 교육과정에 따른 수학과 4학년을 대상으로 하였다. 평가 문항 분석의 결과는 문항 유형이 단순하고 교과서와 장학자료집의 수준을 벗어나지 못하고 있으며 창의성 영역의 평가는 거의 이루어지고 있지 않았다. 서술형 예시평가 문항의 개발은 수학과의 내용영역과 인지적 영역뿐 아니라 교육계의 화두가 되고 있는 창의성 영역까지 평가내용으로 포함시키고자 노력하였으며 영역별 1-2 문항을 개발하였다.

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Effect on Mathematical Inclination of Elementary School Students Using the Description Style Assessment (서술형 평가가 초등학생의 수학적 성향에 미치는 영향 연구)

  • Kim, Nam-Jun;Bae, Jong-Soo
    • Journal of Elementary Mathematics Education in Korea
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    • v.10 no.2
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    • pp.195-219
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    • 2006
  • This study was proposed to analyze mathematical communication activity and mathematical attitudes while students were solving project problem and to consider how the conclusions effects mathematics education. This study analyzed through qualitative research method. The questions for this study are following, First, how does the process of the mathematical communication activity proceed during solving project problem in a small group? Second, what reactions can be shown on mathematical attitudes during solving project problem in a small group? Four project problems sampled from pilot study in order to examine these questions were applied on two small groups consisting of four 5th grade students. It was recorded while each group was finding out the solution of the given problems. Afterward, consequences were analyzed according to each question after all contents were noted. Consequently, conclusions can be derived as follows. First, it was shown that each student used different elements of contents in mathematical communication activity. Second, during mathematical communication activity, most students preferred common languages to mathematical ones. Third, it was found that each student has their own mathematical attitude. Fourth, Students were more interested in the game project problem and the practical using project problem than others.

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Analysis of the Descriptive Evaluation's Status in Middle School Science: Focused on the Item's Type, Subject Unit, and Evaluation Object (중학교 과학에서 서술형 평가의 실태 분석: 문항유형, 단원, 평가목표를 중심으로)

  • Noh, Eun Sill;Kim, Yong-Jin
    • Journal of Science Education
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    • v.42 no.2
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    • pp.198-213
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    • 2018
  • In recent years, descriptive evaluation has been gaining importance at school. The purpose of this study is to analyse descriptive evaluation items which have been made by school teachers. 300 items for regular examinations are collected from 7 middle schools (grades 1 through 3) in Gyeongnam Province. Distribution and types of items are examined to compare educational objectives of standard achievements and those of evaluation according to Bloom's revised taxonomy of educational objectives. The result shows that there exist a majority of shared subject units for descriptive evaluation. Huge difference of frequency is also found among subject units and standard achievements. Less than 65% of evaluation items are descriptive and the rest is simple completion or short answers. In addition, it reveals only 40.3% of agreement between educational objectives of standard achievements and those of evaluation items. The interviews with 27 teachers indicate that lack of ability to develop proper items and grading are the major obstacles. In conclusion, systematic training courses are to be provided in order to resolve issues over descriptive evaluation.

Strengthening the Instruction-Assessment Alignment: Development of Items for Essay-Type Assessment Based on the Achievement Standards (수업과 평가 일체화를 위한 성취기준 중심 가정과 서술형 평가 문항개발 연구)

  • Yang, Ji Sun;Lee, Gyeong Suk
    • Journal of Korean Home Economics Education Association
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    • v.32 no.3
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    • pp.135-159
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    • 2020
  • The purpose of this study was to develop items of an essay response assessment that could align with the instructions and assessments in the high school home economics curriculum. The contents of the study were as follows. First, to establish an assessment plan, 14 achievement standards were analyzed in the assessment area, and the elements of the questions were developed including the content elements of a total of 29 questions. Second, to develop the assessment tools, preliminary questions suited to the structure of essay questions were developed, and the method of presenting data and scoring criteria to be utilized in the questions was selected. Third, to prepare the answers and the scoring criteria tables, the answers to the sample questions for each score were prepared in form of a scoring criteria table, and the objectives of the assessment, the scoring items, and the scores for each item were reviewed. Fourth, the developed questions and answers were revised and supplemented by teachers of the professional learning community through preliminary and mutual review on the components of the questions, the embodiment of the assessment objectives, the implementation of the assessment intent, and the grading. This study can be used as a foundational study for the development of essay-type questions and scoring criteria in essay assessment in the field of education. Furthermore, the results of this study could help teachers enhance their learners' ability to apply knowledge in the future.