• Title, Summary, Keyword: 성취수준

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Representative items for each achievement level in the National Assessment of Educational Achievement of Mathematics : the Concept and Use for Individualized Education (성취수준별 대표문항의 개념 및 수준별 수업에의 활용 방안)

  • Do, Jong-Hoon;Ko, Jung-Hwa
    • Communications of Mathematical Education
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    • v.22 no.2
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    • pp.109-124
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    • 2008
  • A characteristic of the national mathematics curriculum revised in 2007 is to repeal the level-oriented individualized curriculum and choose substance of individualized teaching and learning based on the student's achievement level and quality. To do this we first have to think through how to compare students' achievement and differentiate classes. In this paper, we introduce the (modified) Angoff method as a method for comparing students' achievement and the concept of representative items for each achievement level in the National Assessment of Educational Achievement of Mathematics, and discuss how to use them in individualized teaching and learning, especially comparing students' achievement.

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Investigations into the Characteristics of Students in Grade 6 According to Achievement Levels - The Result Analysis of National Assessment of Educational Achievement in 2003 - (우리나라 초등학교 6학년 학생들의 수학 성취수준별 특징 탐색 - 2003년 국가수준 학업성취도 평가 결과 분석 -)

  • Cho Young Mi
    • School Mathematics
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    • v.7 no.1
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    • pp.33-54
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    • 2005
  • One of the major results of National Assessment of Educational Achievement in 2003 is that the final test results were reported by four levels such as Advanced, Proficient, Basic, and Below Basic. We used it to investigate into the characteristics of students according to achievement levels, and finally we listed them. We think that these results will be a help to instructions according to achievement levels.

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Scientific Concept of Middle School Students about Separation of Mixtures (중학생들의 과학 개념: 혼합물의 분리 개념을 중심으로)

  • Noh, Sehoon;Choi, Wonho
    • CBNU Journal of Education Research
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    • v.37 no.1
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    • pp.103-116
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    • 2016
  • In this study, we examined scientific concept of middle school students about the concept of 'separation of mixtures' Understanding level of students was different by the educational achievement level, and the higher the educational achievement level, the more exactly they understood scientific concept. Misconception was observed at all the achievement level. The higher the achievement level, the common misconception was associated with concept definition. And the lower the achievement level, the common misconception was associated with phenomenon.

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An Analysis on the Level of Achievement in Geography Based on NAEP in the United States (NAEP 문항 반응에 기초한 미국 학생들의 지리 성취수준 분석)

  • Park, Sun-Mee
    • Journal of the Korean association of regional geographers
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    • v.11 no.5
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    • pp.474-487
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    • 2005
  • This paper aims to provide empirical evidence required to describe the level of achievement by analyzing students' item response in NAEP implemented in the United States in 2001. The geography assessment in the NAEP is aimed to test students of 4th, 8th, and 12th grades, and consists of content dimension and cognitive dimension, The former includes 'space and place' 'environment and society' and 'spatial dynamics and connections,' and the latter includes 'knowing' 'understanding' and 'applying,' The level of achievement is defined as three levels for each grade: Basic, Proficient, and Advanced. In this paper, descriptions of achievement is derived inductively from an analysis of student's responses to the items which were selected by using item-mapping method. As a result, there is a great difference between the level of achievement derived empirically from students' response and the level of achievement designed principally suggested by the expert committee. The former could have a contribution to the improvement in geography curriculum.

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The Characteristic Analysis of Content Areas and Behavioral Areas Based on the Deviation of NAEA Achievement Level-Based Correct-Answer Rate (국가수준 학업성취도 평가의 성취수준별 정답률 편차에 따른 내용 영역과 행동 영역 특성 분석)

  • Huh, Nan;Yang, Seong Hyun
    • Communications of Mathematical Education
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    • v.32 no.3
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    • pp.435-453
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    • 2018
  • The results analysis of National Assessment of Educational Achievement(NAEA) can provide various implications for teaching and learning in the school field. In this study we analyzed the deviation of NAEA achievement level-based correct-answer rate and the distribution of the responses percentages for three years from 2015 to 2017 focused on multiple-choice items. First we calculated the deviation of correct-answer rate between advanced level and proficient level and between proficient level and basic level, and then we selected the items whose deviation of correct-answer rate is more than the third quartile. We explored what the content areas, behavior areas and achievement standards of each item are and what the achievement standards and characteristics of these questions are. Based on the results of the analysis, we intended to derive implications for appropriate teaching-learning methods at each achievement-level.

National Assessment of Educational Achievement in 2002 - The Result Analysis of Achievement Levels in Mathematics - (2002년 국가수준 학업성취도 평가 결과 분석(I) -수학과의 성취수준 비율을 중심으로-)

  • 조영미;이봉주;나귀수
    • School Mathematics
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    • v.6 no.3
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    • pp.301-312
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    • 2004
  • The aim of the National Assessment of Educational Achievement (NAEA) is to produce specific and reliable resources required for the diagnosis and quality control of teaching and learning by measuring the level of students achievement based on the national curriculum. In 2002, we introduced ‘modified Angoff Method’ to obtain more systematic and rational results about the achievement levels. The result indicated the differences of achievement level according to the differences of sexes. Female students achieved higher scores than male students in Grade 6. Male students achieved higher scores than female students in Grade 9 and 10. Furthermore it disclosed a problematic phenomenon that students in small towns and rural areas showed significantly lower scores in all six sub-areas of Mathematics compared with students in metropolitan and cities. The results from the NAEA listed above could be used as the authentic data for improving national curriculum and teaching and learning methods, the establishment of educational policies, and many other areas.

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A Study on the Standard Setting for the Basic Skills Competency Test: Focusing on 3rd Grade Basic Mathematics (기초학력 진단평가의 성취수준 설정에 관한 연구: 초등학교 3학년 '기초수학' 사례를 중심으로)

  • Kim, HeeKyoung;Cho, Seongmin
    • Journal of the Korean School Mathematics Society
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    • v.16 no.3
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    • pp.479-498
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    • 2013
  • As education is one of key factors to improve national competitiveness, quality education becomes a top priority in all countries around the world. In South Korea, The Basic Skills Competency Test is administered annually to select below-basic third graders and provide intervention programs. The Basic Skills Competency Test was designed to diagnose the minimal competency of third graders according to a national-level standards. The purpose of this study was to analyze standard-setting procedures and set cut-off scores. This study offered the empirical evidence that standard-setting is generally applicable in schools by the modified Ebel method. More future researches addressing appropriate and efficient standard-setting methods in real school situations are needed to be taken in.

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Research for Distinctive Features of Geometry Problem Solving According to Achievement Level on Middle School Students (중학생의 성취수준에 따른 기하 문제해결의 특징 탐색)

  • Kim Ki-Yoen;Kim Sun-Hee
    • School Mathematics
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    • v.8 no.2
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    • pp.215-237
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    • 2006
  • In this study, we research distinctive features of geometry problem solving of middle school students whose mathematical achievement levels are distinguished by National Assessment of Educational Achievement. We classified 9 students into 3 groups according to their level : advanced level, proficient level, basic level. They solved an atypical geometry problem while all their problem solving stages were observed and then analyzed in aspect of development of geometrical concepts and access to the route of problem solving. As those analyses, we gave some suggestions of teaching on mathematics as students' achievement level.

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The Analysis of Relationship between Academic Achievement Level of Concept Learning and Error Type in Online Programming Course (온라인 프로그래밍 개념학습 성취수준과 오류유형과의 관계 분석)

  • Kim, Jiseon;Kim, Yungsik
    • The Journal of Korean Association of Computer Education
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    • v.17 no.5
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    • pp.43-51
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    • 2014
  • This study has purpose on analyzing the error types which are identified after middle and high school students perform the online programming assignments and also has the purpose on the analysis of correlation between the frequency of error occurrence according to academic achievement level in programming concept learning and types of errors analyzed previously. For this study, the syntax, logical, and coding errors are analyzed from the performed results of programming research assignment for 88 students. Analyzed results show that the logical error has the highest occurrence rate of 69.3% among three types of errors, and it has been shown meaningful difference in the frequency of error occurrence between three achievement level groups of high, middle, and low. In the correlation analysis of achievement level and error types, it shows negative relationship between logical error and coding error, and therefore it can be concluded that as achievement level is higher, both logical and coding errors tend to occur less. In the correlation analysis in error types, it shows positive relationship between syntax error and coding error.

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The Characteristics of Middle School Mathematics Achievement Levels Based on the Results of the National Assessment of Educational Achievement from 2010 to 2012 (2010-2012년 국가수준 학업성취도 평가 결과에 나타난 중학교 수학과 성취수준별 학업성취 특성)

  • Lee, Kwang Sang;Jo, Yun Dong
    • School Mathematics
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    • v.16 no.2
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    • pp.237-257
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    • 2014
  • The purpose of this study is to investigate the academic achievement characteristics in terms of proficiency levels through the in-depth analysis of mathematics test items and achievement standards of the National Assessment of Educational Achievement(NAEA) from 2010 to 2012, and to provide suggestions for teaching and assessing mathematics in middle schools. The results showed that 'Advanced level' students could fully understand the concept of mathematical terms and symbols as well as various mathematical properties presented in the national curriculum. However, 'Proficient level' students tended to feel difficult to apply linear function, properties of a plane figure, and a solid figure, while 'Basic level' students seemed to have trouble solving mathematical problems in almost all areas. Thus, it is necessary to identify the mathematical misconceptions that students have and to strengthen teaching, particularly, the areas of number and operation.

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