• 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.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.12 no.9
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• pp.1711-1716
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• 2008

The recent change of educational evaluation puts particular emphasis on performance assessments which can appraise learning processes as well as learning results. The performance assessment is not only helpful for the improvement of teaching and learning methods, but also for making the learning activities significant to learners themselves. In this paper we propose and implement a system to support the internet-based and essay-typed performance assessment, in which student's performance can properly be evaluated. Teachers can be relieved from the burden of testing and provided with convenient methods of evaluation. We analyze the performance of the implemented system by evaluating practical usages of selected instructors and students group.

• Annual Conference on Human and Language Technology
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• 2023.10a
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• pp.95-100
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• 2023

끊임없이 재생산되는 혐오 표현의 정확한 탐지를 위해서는 혐오란 무엇인가에 대한 본질적인 이해가 필요하다. 본 연구에서는 화용론에서 사용되는 적정성 조건이라는 분석 틀을 활용하여 모델이 '혐오하기' 화행을 어떻게 인식하고 있는지 평가하고자 했다. 혐오 화행의 적정성 조건을 명제 내용 조건, 예비 조건, 성실성 조건, 본질 조건으로 나누어 분석하였으며, 이를 진위형, 연결형, 단답형, 논술형 문항으로 구성했다. 그 결과 모든 문항 유형에서 50점이 넘는 점수를 받았으나 비교적 고차원인 사고 능력을 측정하는 단답형과 논술형 문항 유형의 점수가 가장 낮게 나타났다.

• Proceedings of The Korean Society of Health Promotion Conference
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• 2008.05a
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• pp.170-179
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• 2008

• Annual Conference on Human and Language Technology
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• 2021.10a
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• pp.384-390
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• 2021

본 논문은 영어 에세이 자동 평가를 위한 딥러닝 기반의 새로운 평가 방법론을 제안한다. 어휘, 형태소, 구문, 의미 단계로 이루어진 평가 과정을 통해 자동화된 에세이 평가가 가능하다. 제안하는 방법의 객관성과 신뢰성을 검증하기 위하여 사람이 평가한 점수와 각 단계별 점수 사이의 상관관계 분석을 진행하였으며, 그 결과 제안하는 평가 방법이 유의미함을 알 수 있었다.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.543-567
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• 2008

The current 2007 Mathematics Curriculum in Korea emphasizes mathematical problem solving, advanced mathematical thinking and effective mathematical communicating. Therefore, in order to assess and evaluate these important thinking attributes, performance evaluation using descriptive and essay type of assessments are emphasized. In this paper, analysis of the elementary mathematics curriculum is used to develop descriptive assessment problems and grading rubrics that could be used objectively and consistently by teachers of the grade 6 school mathematics. The assessment problems were developed, pilot tested, revised, implemented and analyzed in detail to understand the overall effectiveness of the descriptive evaluation method in school mathematics.

• KHousing
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• v.6
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• pp.23-27
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• 2008

한국주거학회 자격관리위원회는 자격검증을 위한 과목 선정을 위해 다수의 검정과목안의 장단점을 비교 분석하고, 국내 12개 주거학과의 의견조회 결과를 참고로 하여, 현행 주거학과의 교과과정을 잘 포괄하고 있고 직무영역의 능력을 균형적으로 평가할 수 있는 (가칭)2급 주택사 검정과목(안)과 직무영역의 평가가 강화된 (가칭)1급 주택사 검정과목을 제안하였다. (가칭)주택사는 설정된 검정과목에 따라 2급 주택사의 검정방법은 1차, 2차로 구분하여 실시하고 1차는 기본 지식 및 이론을 평가하는 객관식 시험형태를, 2차는 실무능력을 평가하는객/주관식 혼용의 시험형태를 제안하였다. 1급 주택사는 1차에 한하며 실무의 전문성을 평가하기 위한 논술형을 시험형태로 하였다. 또한 응시자격은 국가기술자격법 시행령 제 21조 제1항과 관련하여 2급의 경우 "기사"등급에, 1급의 경우 "기술사" 등급에 해당하는 자격을 기준으로 제안하였다.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.567-580
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• 2013

As integrated essay writing is performed in university entrance examinations, teachers and students recognize the importance of integrated essay, but teachers have still difficulties of teaching methods. The purpose of this study is to derive educational implications through case of mathematics instruction for integrated essay education to pre-service mathematics teachers. The content knowledge of this class is a definition of conic section in mathematics and properties of conic section in an antenna reflector. The students have to discover them using the history of math, manipulative material, paper-folding and computer simulation. In this teaching and learning process the students can realize mathematical knowledge invented by humans through history of mathematics. The students can evaluate the validity of that as create and justify a mathematical proposition. Also, the students can explain the relation between them logically and descript cause or basis convincingly in the process of justifying. We should keep our study to instructional materials and teaching methods in integrated essay education.

• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.51-65
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• 2015

The purpose of the study was to describe the operating status of "Logic and Writing in Home Economics Education(HEE)" course and the students' perception about the course. For this study, the syllabuses of "Logic and Writing" course in HE education department were reviewed. The survey method was used in this descriptive study. Respondents in this study were 116 students taking the "Logic and Writing in Home Economics Education" course. Questionnaires from the students were collected through on-line and off-line mail. The results of the study were as the follows: First, goals of the "Logic and Writing in HE Education" course were as the follows in order: to enhance writing skill about various subjects related to Home Economics; to foster HE teachers' professionalism through persuasive power logically; to foster writing skill logically; to prepare HE teacher recruitment exam; and to foster teaching skills to enhance students' writing. The student evaluation methods in the course were mainly attendance, examination, tasks, discussion and presentation, and class participation. Second, degree of satisfaction of students taking the course was higher than average. The student respondents perceived that the course was helpful to improve their logical thinking and critical analytical skill, writing skill related to HE education and education, ability to express one's opinion clearly and exactly, understanding of the fundamental concept of logic and the structure and method of the essay, comprehensive understanding of HE education, and ability to solve the problems specifically. However, they responded that it was difficult to practice writing, to discuss and debate frequently, to follow uncertain assessment criteria, and to present frequently. They wanted the instructor to give the feedback more frequently.

• Communications for Statistical Applications and Methods
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• v.1 no.1
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• pp.206-214
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• 1994

본 논문은 1994학년도 부터 부활된 대학별고사 실시에 따른 문항분석, 표준 점수제 그리고 검사동등화의 문제점을 지적하기 위하여 교육측정이론의 기본 개념을 소개하는데 있다. 대학별고사의 타당성과 신뢰성을 보장받기 위하여는 양질의 문항제작이 우선하여야하며, 이를 위하여 문항분석은 종전에 사용하던 고전검사이론 보다는 문항반응이론을 이용하는 것이 바람직하다. 문항반응이론에 의한 문항분석은 피험자 집단의 특성에 의하여 문항특성이 달리 분석되지 않는 특징을 지니고 있기 때문이다. 문항이 논술형일 경우 채점자간 신뢰도와 채점자 내 신뢰도를 간과하여서는 안될 것이다. 다양한 선택과목을 채택하는 대학별 고사에서 입학 사정을 위하여 원점수를 사용하거나, 표준점수 혹은 검사동등화 방법을 이용하고 있으나 이는 교육측정이론에 위배된다. 다른 과목에 대한 인가의 능력을 상대비교 할 수 없으며, 표준점수와 검사동등화는 동일 능력에 대한 상대비교를 위한 방법이다. 특히 검사동등화는 동일 특성, 공정성, 모교집단 불변성, 대칭성을 전제한다. 표준점수제에 의하여 수험생들의 다른 능력을 상대 비교하는 방법은 다른 능력이 점수로 표현되기 때문에 가능하나 그 점수가 무엇을 의미하는 가를 분석할 때는 교육평가의 기본 철학에도 위배된다.