• School Mathematics
• /
• v.8 no.2
• /
• pp.239-263
• /
• 2006

The purpose of the National Assessment of Educational Achievement(NAEA) is not only to assess educational progress and achievement but also to collect background information affecting educational achievement. It is important to know which factors affect the National Assessment of Educational Achievement(NAEA) and to explore how much those factors show the educational effect. In this study, first, we examined general characteristics of the survey with relation to the background information. Second, we analyzed the relationships between test scores and information on the students' profile such as background, extracurricular activities, and information on the school profile in NAEA 2004. Third, we suggested some educational policies on the basis of those analysis and indicated the limitation of this study.

• School Mathematics
• /
• v.12 no.2
• /
• pp.113-136
• /
• 2010

According to the self-assessment tool identifying teacher's competence in assessment, many teachers have difficulty in making assessment tools. This study analyzes the types of modification with data of NAEA(National Assessment of Educational Achievement) items from 2006 to 2008. NAEA goes through complicated formalities from begin to make draft items to completing them. This study shows the types of item modification and its specific examples. NAEA analyzes the degrees of studuents' achievement according to the educational objectives of the National Curriculum. This study provides specific comments on making mathematics assessment items to the teachers who embody national curriculem. Therefore this study will contribute to improve mathematics teacher's professional competence in the area of assessment tool development.

• Journal for History of Mathematics
• /
• v.25 no.3
• /
• pp.97-117
• /
• 2012

Our government has used the result of National Assessment of Educational Achievement(NAEA) with one of data to check and improve the existing curricula and educational policies. The reason to devote these efforts is for the purpose of boosting the students' academic ability. Here, one of works based on the growth of the students' academic ability is to grasp what contents they are vulnerable to. Next work is to improve the methods to teach the appropriate content. So, in this paper I grasped the tendencies of the whole students and male/female students in middle school to appear in the results of 2010, 2011 NAEA. On the basis of those I grasp what contents the whole students and male/female students are vulnerable and I suggest the implications of teaching and learning for those contents.

• Journal of the Korean Chemical Society
• /
• v.57 no.1
• /
• pp.127-137
• /
• 2013

We investigated student's characteristics in each educational achievement level using the results of the NAEA (National Assessment of Educational Achievement) in 2009 and 2010 for Grade 9 students. The analysis of representative items of each educational achievement level revealed that (a) advanced level students could explain the change in phenomena with both the characteristics of matter and the model, (b) proficient level students could explain only simple phenomena with the model, and (c) basic level students did not understand the model and were therefore unable to use it to explain phenomena.

• Journal of Educational Research in Mathematics
• /
• v.18 no.2
• /
• pp.179-200
• /
• 2008

In this paper, we analyzed the characteristics of the gender difference with the results of National Assessment of Educational Achievement(NAEA) from 2004 to 2006, which subjects are 3rd, 9th and 10th graders. First, we analyzed the characteristics of the achievement by the scale scores, according to years, achievement standards, grades. Second, we surveyed the number of items and ratio which male/female prevails and its characteristics according to grades, difference levels, content areas(i.e., numbers and operations, figures, measurement, probability and statistics, letters and formulas, patterns and function). Furthermore, we perform in-depth analysis of the items which gender difference in correct response proportion is more than 7% and analyze the cause of gender difference of achievement. This paper provides large valid data about gender difference by the results of NAEA. It can give suggestions with regard to policy making.

• Journal of Educational Research in Mathematics
• /
• v.16 no.3
• /
• pp.199-220
• /
• 2006

One of the main objectives of National Assessment of Educational Achievement (NAEA), which is implemented by Korea Institute of Curriculum and Evaluation(KICE), is to manage the qualities of National Curriculum. Thus we considered NAEA as the research for educational program assessment and tried to find out how to make NAEA better for achieving that objective. For the purpose of this paper we analyzed the present conditions of NAEA into four perspectives. And then according to each perspective we explored schemes for improving NAEA. In conclusion, we proposed the following; Firstly, in relation to assessing students' understanding of the mathematics contents, the meanings of Achievement Levels have to become much more clear and concrete. in relation to assessing for comparing student' understanding according to mathermatics content areas, the number of items has to be increased for elevating validities of NAEA. Thirdly, in relation to gathering the information about properties which are shown by the students in particular Achievement, it is necessary to think about how to produce items for the purpose in the step of developing items in NAEA. Finally in relation to collecting the data which can be useful for relevance of mathematics contents, it is necessary to make a special group of items for identifying relevance of mathematics contents, and to apply performance assessments on part of the students, not whole students.

• Journal of The Korean Association For Science Education
• /
• v.35 no.1
• /
• pp.121-130
• /
• 2015

Identifying students' achievement level and reflecting it on educational policy making or instructional improvement by analyzing the results of nationwide standardized assessment is an integral part of accountability in education. On the basis of this premise, we analyzed the characteristics of National Assessment of Educational Achievement (NAEA) items for middle school science subject conducted from 2010 to 2013 by using the option response rate distribution curve, the fittest graph estimated from the response rate of correct/incorrect options by achievement score. Furthermore, we classified the type of option response rate curve in terms of correct and incorrect options. Results of the analysis of option response curve showed that five types of correct option response curve (S-shaped, J-shaped, straight-shaped, F-shaped, and step-shaped) and 4 types of incorrect option response curve (down-slope, flat, mound, and up-slope) were identified. The most common type of items was the combination of S-shaped correct option response curve and down-slope incorrect option response curve, which are considered as appropriate items to discriminate the students according to achievement level. Moreover, correct option response was found to be correlated with incorrect option response. Based on the results, we also discussed some implications on teaching-learning method and classroom assessment in science education.

• Journal of the Korean School Mathematics Society
• /
• v.14 no.1
• /
• pp.65-84
• /
• 2011

The purpose of this research is to draw some implications for reducing gender differences in educational achievement of mathematics by inquiring those in mathematics-related attitudes. For this purpose, this article analyzed the gender difference in mathematics-related attitudes of the elementary, middle, and high school students. Also, mathematics-related attitudes according to achievement levels was analyzed. The findings of this study are as follows. Firstly, in the scores on mathematics-related attitudes, male students were significantly higher than those of female students. Secondly, in the evaluation of the subordinate factors of mathematics-related attitudes, gender differences were shown a little bit larger in the areas of interest and self confidence than in the area of perception of mathematics value regardless of grades. Thirdly, in all schools, the higher achievement level is, the higher the score of mathematics-related attitudes is. Lastly, gender differences on mathematics-related attitudes in advanced level group is bigger than those in other level groups.

• Journal of Educational Research in Mathematics
• /
• v.25 no.3
• /
• pp.281-302
• /
• 2015

In the current study, answer sheets from 8007 students in 236 Korean schools were selected and analyzed to examine errors that emerge in the process of solving descriptive questions of the National Educational Achievement Assessment in mathematics. Questions used in the analysis were response assessment covering middle school mathematics topics: "mathematical symbols and equations" and "functions." The behavioral domain of the questions was that of "problem solving and computation," which requires establishing an equation for a word problem and allows the calculation of an answer that meets a certain condition. The analysis results revealed various errors in each stage of each question, from understanding to solving; the study attempts to conjecture causes for these errors and draw pedagogical implications.

• Journal of Educational Research in Mathematics
• /
• v.22 no.1
• /
• pp.1-22
• /
• 2012

The purpose of this study is to understand Korea students' characteristics as well as to give important information of improving our education using comparative analysis of framework, test booklets, test results between PISA 2009 and NAEA 2009. PISA 2009 was administered on May of 2009 and NAEA was administered on October of same year. The summary of the results of comparing two assessment is as follows First, cut score of NAEA Advance level is bigger than the cut score of level 5, which is considered as high achievement level. The cut score of Basic level of NAEA is also higher than the level 2 of PISA, which is considered as basic achievement level. This phenomenon can show that NAEA achievement level is set little bit higher than the achievement level of PISA in mathematics domain. Second, the percentage of female students on higher level was higher than that of male students. In suburban area, the percentage of high level was small and the percentage of low level was big. Third, students of Advanced level are distributed concentrating in PISA levels 4~6, Proficient achievement level concentrating in PISA levels 3~5, Basic achievement level concentrating in PISA levels 2~4, and below basic achievement levels concentrating in below level 1 and level 3 of PISA. Fourth, the correlation between NAEA 2009 and PISA 2009 achievement scores are significantly positive. However, the correlation of subscales were low. Fifth, analysis of non-equivalent group, 11 items located in 'change and relationship', 'uncertainty', 'connection cluster' domains found to be significantly different. The percent correct showed very big difference. The analysis results presents the implication of mathematics curriculum, teaching and learning methods as well as National Assessment of Educational Achievement.