• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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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.

• Journal of the Korean Geographical Society
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• v.44 no.3
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• pp.410-427
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• 2009

This study aims to rethink the meaning of graphicacy, discuss the possible criteria to evaluate the level of graphicacy, and show how the graphicacy differs through different grades. First, it finds that as school grades advance, implicit information processing abilities, and conceptual information processing abilities were more required comparing to explicit information processing abilities, when interpreting graphic data. Secondly, the percentage of items which examinee showed a proficient level, decreased as school grades advanced. Thirdly, the graphicacy level of sixth graders was the status of being able to derive explicit information from pictorial maps and read implicit information in simple contour map or line graphs. Ninth graders were able to infer causal relationship between geographic phenomenons by utilizing graphic materials. Tenth graders could read graphic materials by utilizing simple knowledge and experience.

• School Mathematics
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• v.18 no.2
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• pp.231-256
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• 2016

In this paper I will look into achievement standards which show gender difference. This work is based on the average of percentage of correct answer about items taken in National Assessment of Educational Achievement (2010~2014) at each male and female student of middle school. Achievement standard becomes the basic unit when teachers make study plans as the smallest unit that composes the curriculum. Study plans are expressed concretely according to lesson time numbers, and then lesson time numbers are determined by achievement standards. Therefore, objective informations about gender difference appearing in achievement standards will play an important role in embodiment of programs to obliterate gender difference when teachers make study plans. Also This research is expected to play a role as an indicator in studying on gender difference in mathematics education.

• Journal of the Korean Geographical Society
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• v.36 no.1
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• pp.66-77
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• 2001

The contents and results of teaching should be evaluated periodically and intermationally in the age of globalization. The Third Internatinal Geography Competition, held from August 13 to August 19,2000 in Seoul, was a good opportunity to compare the level of achievement in geography among Korean students with that of other countries. Students from 13 countries competed with one another by demonstrating their geographical knowledge via three kinds of test. The aim of this study is to evaluate the international level of high school students in geography education in light of the result of the competiton. Four specific contents ate analysed here: 1)the process and result of the competiton, 2) the analysis of test scores of all students, 3) the international comparison of achievement level of the Korean students, and 4)the evaluation of the examination items and their comparison with those of the first competition. The result of this study will help to evaluate ths competitive achievement of geography education in high school. Although the Korean studenrs scored high marks overall, their were relafively weak in the fieldwork assignment. This shows that instructions in geography are unbalanced.

• Journal of Educational Research in Mathematics
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• v.25 no.1
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• pp.1-19
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• 2015

This paper aims to explore what we can improve in the curriculum, teaching-learning, and evaluation on the bases of the analyses of multiple-choice items set in National Assessment of Educational Achievement. For this goal, by using the distribution curves of the responses percentages, we will grasp the features of educational achievement which appear to students through an in-depth analysis about not only item itself but also the contents included in particular distracters. These analyses provide more information than the descriptive statistical values such as the mean of correct answer percentage and the discrimination of whole group and the mean of responses percentages of replies of subgroups. Because the distribution curves of the responses percentages reveal the transition from the lowest to the highest educational achievement very well. From these analyses we acquire the implications about the concept of prime factor or prime factorization, ratio(proportion) such as velocity, linear function, volume of cone, properties of solid figure, and probabilities of empty event and total event.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.248-256
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• 2010

This study analyzed National Assessment of Educational Achievement items surveying to sixth-year student in elementary school utilizing three dimentional scientific assessment framework. Study's findings are as following. Science contents territory of national level study achievements estimation were set a problem energy, substance, life, earth relatively evenly. Action territory was set a problem most 'Comprehension' territory. In the case of science situation area, 'Purity scientific situation' among 5 category appeared the most.

• School Mathematics
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• v.10 no.2
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• pp.259-277
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• 2008

Conventional assessments only provide a single summary score that indicates the overall performance level or achievement level of a student in a single learning area. For assessments to be more effective, test should provide useful diagnostic information in addition to single overall scores. Cognitive diagnosis modeling provides useful information by estimating individual knowledge states by assessing whether an examinee has mastered specific attributes measured by the test(Embretson, 1990; DiBello, Stout, & Rousses, 1995; Tatsuoka, 1995). Attributes are skills or cognitive processes that are required to perform correctly on a particular item. By the results of this study, students, parents, and teachers would be able to see where a student stands with respect to mastering the attributes. Such information could be used to guide the learner and teacher toward areas requiring more study. By being able to assess where they stand in regard to the attributes that compose an item, students can plan a more effective learning path to be desired proficiency levels. It would be very helpful to the examinee if score reports can provide the scale scores as well as the skill profiles. While the scale scores are believed to provide students' math ability by reporting only one score point, the skill profiles can offer a skill level of strong, weak or mixed for each student for each skill.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.2
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• pp.182-197
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• 2011

The purpose of this research is to know the teachers and parents' perception on the National Assessment of Educational Achievement system that has been conducted since 2008 and to obtain the implementation on the National Assessment of Educational Achievement. For this purpose, total of 1,000 questionnaires were distributed to 500 elementary school teachers and 500 parents in Busan, and 766 of the analysis of survey results follows excluding the retrieved and insincerity responses. First, the national assessment showed negative perception from the teachers, whereas the parents were generally positive and the method to reduce the gap of perception is needed. Second, it has to be improved after collecting opinions of a teacher and parents of students for improvement on the National Assessment of Education Achievement and reviewing enough the potential problems in the context of education in Korea and school.

• The Journal of the Convergence on Culture Technology
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• v.5 no.1
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• pp.451-456
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• 2019

Our students are shocked by the results that there is an inverse proportion between academic achievement and life satisfaction. Recently, the Organization for Economic Cooperation and Development (OECD) published the PISA 2015 Student Well-Being Report. According to the report, Korean students' education is the highest among OECD countries, but their life satisfaction is the 47th ranked among the 48 OECD and non-OECD countries.[1] This is the cause of the unilateral education using collective achievement in evaluation methods. Therefore, I propose a personalized integrated model utilizing block chain technology. I suggest a personalized education and evaluation system model using selective education and personal approval rather than from teachers' unilateral education. This will no longer open the student's achievement grade system to the public. This change will be accomplished utilizing block chain technology. This technology is characterized by security, transparency and dispersion. The result of this work can be used to improve students' quality of living through a management system of personalized education and evaluation, based on the nature of education.

• Journal of Educational Research in Mathematics
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• v.26 no.2
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• pp.189-204
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• 2016

As compared with the gender differences in the achievement of mathematics of the PISA 2009, the results of this study on the PISA 2012 show that the achievement of male students sharply increased, while that of female students maintained the status quo. Based on the premise that this result is derived from the ratio differences between male and female students of high level, this study analyzed the educational context variable effects on the achievements of gender differences observed between male and female students of high level. In particular, this study inquired into the factors which influence the gender difference, by analyzing the identical variables regarding Singapore and Finland of which the achievement of female students registers high among other top high-ranking countries of the PISA 2012. Hence, the binominal logistic multi-level analysis was conducted in order to consider the characteristics of hierarchical structure of PISA, and to compare the features of the educational context variable effects between the high level (above level 5) by country and the highest level (above level 6) by group. The analysis results are as follows: in terms of after-school learning time realized either in private lessons and private institutes, no significant effects were shown in any of the students of these three countries. In terms of after-school homework time, the students of Korea and Singapore gave significant influences on the probability which would be included in the group of high level or the highest level. In particular, regarding the variables which influence the probability of inclusion of Korean female students in the group of high level or the highest level, they correspond to "Homework set by teacher", "Attitude toward school: learning activities", "ESCS of School" and "Teacher-student relations". And "Cultural possessions at home" gave main influences on the probability of inclusion of the female students of Korea, Singapore and Finland in the group of the highest level.