• 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.

• School Mathematics
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• v.10 no.3
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• pp.401-422
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• 2008

In the current school curriculum, an alternative assessment method which focuses more on the problem solving process rather than the final solution is being investigated. The goal is to evaluate students' understanding of the subject. A descriptive evaluation is being suggested as a way of examining the thought process of the students by a structured analysis of the problem solving process. But currently, there are not enough descriptive problems available for teachers to effectively carry out the alternative assessment method in the elementary school mathematics curriculum. In this research, we surveyed 197 elementary school teachers in Seoul to determine the status of descriptive evaluation in elementary school mathematics and to understand the teachers perception about the new assessment method. The goal of the survey was to find an effective implication of the new assessment method in elementary mathematics classes. The research showed that the elementary teachers use this assessment method about 4 to 7 times per month in their classes. They give descriptive problem test anytime they think it is appropriate during the Instruction of the topic. More than 90% of the teachers were using this assessment method to improve students' creativity and mathematical thinking. The teachers in the survey also commented that the teachers' administrative responsibility should be reduced and that the school environment in general should be improved for the new assessment method to be successful. Finally the study also showed that development of more descriptive problems in each grade level is needed to progress the new assessment method.

• The Mathematical Education
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• v.46 no.2 s.117
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• pp.207-226
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• 2007

The purpose of this study was to design and develop the processes of tasks and assessment rubrics of open-ended tasks, and those for the 5th graders of elementary school mathematics. 7 tasks were finally developed, and 'problem understanding', 'problem solving process', 'communication' were selected as the criteria for assessment rubrics. The result was that the ability of mathematical power covering problem understanding ability, problem solving ability and mathematical communication ability was low. Specifically, problem understanding ability was the highest, problem solving ability was middle, and mathematical communication ability was the lowest.

• 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.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.149-156
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• 2010

컴퓨터와 인터넷이 보편화된 지금 학교현장에서는 효율적인 통계 분석이 가능하고, 공간적 시간적 제약을 극복한 웹 기반 교원능력개발평가 시스템이 필요하다. 본 논문에서는 현재 웹 기반으로 이루어지고 있고 교원평가 시스템을 비교 분석하여 그 특징을 알아본 후 그 제한점을 극복하고 사용자의 사용성 향상을 위한 웹 기반 교원능력개발평가 시스템을 제안하고 설계한다. 본 논문에서 제안하고 설계한 교원능력개발평가 시스템의 사용성 향상 요소는 크게 세 가지이다. 첫 번째는 평가문항별 키워드를 레이어 방식으로 설명하여 평가자의 평가문항 이해를 돕는 것이다. 두 번째는 평가자를 위해 평가보조자료를 첨부하여 공정하고 객관적인 교원능력개발평가가 이루어지도록 하는 것이다. 세 번째는 통계 처리가 힘든 서술형 문항에 키워드별 분류 기능을 추가하여 교원의 자기 발전의 자료로 활용하도록 하는 것이다. 이러한 웹 기반 교원능력개발평가 시스템은 학교 교육의 질 향상 및 공교육에 대한 신뢰를 제고하는데 기여할 수 있다.

• The Mathematical Education
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• v.63 no.2
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• pp.165-186
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• 2024

Despite the growing attention on artificial intelligence-based automated scoring technology as a support method for the introduction of descriptive items in school environments and large-scale assessments, there is a noticeable lack of foundational research in mathematics compared to other subjects. This study developed an automated scoring model for two descriptive items in first-year middle school mathematics using the Random Forest algorithm, evaluated its performance, and explored ways to enhance this performance. The accuracy of the final models for the two items was found to be between 0.95 to 1.00 and 0.73 to 0.89, respectively, which is relatively high compared to automated scoring models in other subjects. We discovered that the strategic selection of the number of evaluation categories, taking into account the amount of data, is crucial for the effective development and performance of automated scoring models. Additionally, text preprocessing by mathematics education experts proved effective in improving both the performance and interpretability of the automated scoring model. Selecting a vectorization method that matches the characteristics of the items and data was identified as one way to enhance model performance. Furthermore, we confirmed that oversampling is a useful method to supplement performance in situations where practical limitations hinder balanced data collection. To enhance educational utility, further research is needed on how to utilize feature importance derived from the Random Forest-based automated scoring model to generate useful information for teaching and learning, such as feedback. This study is significant as foundational research in the field of mathematics descriptive automatic scoring, and there is a need for various subsequent studies through close collaboration between AI experts and math education experts.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.389-397
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• 2016

This study aims to test the efficacy of English-based automated computer scoring models and machine translation to score Korean college students' written responses on natural selection concept items. To this end, I collected 128 pre-service biology teachers' written responses on four-item instrument (total 512 written responses). The machine translation software (i.e., Google Translate) translated both original responses and spell-corrected responses. The presence/absence of five scientific ideas and three $na{\ddot{i}}ve$ ideas in both translated responses were judged by the automated computer scoring models (i.e., EvoGrader). The computer-scored results (4096 predictions) were compared with expert-scored results. The results illustrated that no significant differences in both average scores and statistical results using average scores was found between the computer-scored result and experts-scored result. The Pearson correlation coefficients of composite scores for each student between computer scoring and experts scoring were 0.848 for scientific ideas and 0.776 for $na{\ddot{i}}ve$ ideas. The inter-rater reliability indices (Cohen kappa) between computer scoring and experts scoring for linguistically simple concepts (e.g., variation, competition, and limited resources) were over 0.8. These findings reveal that the English-based automated computer scoring models and machine translation can be a promising method in scoring Korean college students' written responses on natural selection concept items.

• The Mathematical Education
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• v.61 no.4
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• pp.597-612
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• 2022

Recently, large-scale mathematics assessments are shifting from traditional paper-based tests to computer-based tests, nationally and internationally. This study explored the mode effect (the difference in student achievement by the change of test mode) according to the types of test items, the technological function reflected in the items, the characteristics of students' computer use, and the computer-based test environment. To this end, we analyzed the results of the 2020 national assessment of educational achievement of high school mathematics conducted on a paper and computer basis. As a result, firstly, the mode effect induced by the mode transition was generally insignificant, but the mode effect was larger in the extended response type than other types. Secondly, there were differences in the mode effect according to the transition to test with computer mode where innovative items were added. Thirdly, the difference between mode effects was statistically significant according to the student's sense of efficacy in computer use. The results of this study suggest that innovative items should be introduced deliberately according to the targeted content and competency in evaluation, and that assessment design and environment preparation need to be carefully developed so that nonessential abilities other than students' mathematical ability or incidental situation do not distort the assessment results.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.9-16
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• 2017

The result of TIMSS 2015 was announced at the end of 2016. In this research, we conducted test-curriculum matching analysis for 8th grade earth science and analyzed Korean students' percentage of correct answers and responses for TIMSS earth science test items. According to the results, Korean students showed high percentage of correct answers when the item topics are covered in the 2009 revised science curriculum, and Korean students revealed their weakness in constructed response items since the percentage for correct answers on constructed response items is half that of multiple choice items. Depending on the earth science topic, for 'solid earth' area, which includes earth's structure and physical features, as well as earth's processes and history, students showed high percentage of correct answers for multiple choice items. Students, however, showed low percentage of correct answers for items that require applying knowledge to everyday situations and connecting with other areas of science such as biology. For 'atmosphere and ocean' areas, which include earth's processes and cycles, students showed low percentage of scores for climate comparison between regions, features of global warming, etc. For the area of 'universe', students showed high percentage of scores for the earth's rotation and revolution, the moon's gravity, and so on because they have learned these topics since primary school. Discussed in the conclusion are ways to secure content connection between the primary and middle school earth science curriculums, ways to develop students' science-inquiry related competencies, and so on to improve middle school earth science curriculum as well as teaching and learning.

• School Mathematics
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• v.13 no.1
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• pp.1-17
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• 2011

This study investigated the Chinese national university entrance examination (Gaokao) in mathematics administered in 2009 and 2010 to draw out some implications on the College Scholastic Ability Test (CSAT) in mathematics of Korea. To evaluate the attainments of basic mathematical skills and multilateral abilities required for further studies in university, the Gaokao mathematics is set in two forms(Art/Science), based on the Chinese national mathematics curriculum. The types of items in the Gaokao mathematics are multiple-choice, single-answer, and write-out-answer. The mathematical abilities that the Gaokao mathematics evaluates are mathematical reasoning, operation, geometrical imagination, application, and creativity. As a result, some implications on the Korean CSAT are drawn out in terms of the level of difficulty, the types of items, the arrangements, and the scores of items.