• Communications of Mathematical Education
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• v.29 no.1
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• pp.73-90
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• 2015

When teachers make up assessment questions regarding the content area that contains shapes and graphs, they should present the pictures so that their role might be represented properly. We exhibited the process of constructing shapes and graphs utilizing GeoGebra, and simultaneously analyzed the process of developing and revising questions using this and awareness changes in teachers who participate in the teacher's training focused on improving professionalism for making up questions such as CSAT(College Scholastic Ability Test). Through the survey they mentioned that making questions utilizing algebraic construction overcame the limitations of making up questions and played an instrumental role in developing creative questions. Based on the results, We suggested effectiveness of making up questions utilizing algebraic construction. Our intention was to improve the skills of teachers for making up questions such as CSAT and to suggest implications about it.

• Journal of the Korean School Mathematics Society
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• v.25 no.3
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• pp.261-278
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• 2022

The purpose of this study is to develop an assessment to diagnose difficulties in learning mathematics and misconstructions that elementary students have. With thorough theoretical background and analysis of mathematics curriculum documents, we established learning trajectories for the following content areas in grades 3 to 6: number and operation, regularity, data and chance, geometry, and measurement. Then, the research team created the assessment items targeting a specific stage in the learning trajectories and including item options to identify possible misconceptions. Based on the unified validity theory, we reported the detailed procedure of the assessment development and the evidence for the content, substance, and structural validity of the assessment. We collected the data of 675 elementary students. Rasch measurement modeling was applied, and Cronbach's alpha was estimated. We considered how to report students' assessment results to teachers appropriately and immediately, which suggested important implications for supporting teaching and learning mathematics in elementary schools. We also suggested how to use the assessment developed in this study in online and distance learning environments due to the COVID-19 pandemic.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.63-95
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• 2012

Since performance assessment was implemented for 10 years, a survey has been carried out from 212 elementary school teachers in Seoul area in terms of their perception and status about descriptive assessment. As results, most of teachers agreed strongly that using constructed-response items is necessary for assessment, and they showed that purpose of using constructed-response items in their mathematics classrooms was to evaluate accurately student achievement in accordance with learning objectives in mathematics and they referred mainly to items which they modified from problems or items in the textbook when they generate constructed-response items. In addition, they considered level of difficulty in creating constructed-response items mostly. Moreover, they indicated that the effects of assessment through constructed-response items would be improvement of students' problem solving and reasoning skills.

• The Mathematical Education
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• v.63 no.1
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• pp.1-18
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• 2024

This study aims to analyze low-performing high school students' difficulties in constructed response (CR) mathematics assessments and explore ways to use writing activities to support student learning. The participants took CR assessments, engaged in guided writing activities across 15 lessons, and provided responses to our interviews. The study identified 20 types of student difficulties, which were sorted into two main categories: "mathematical difficulties" and "CR difficulties." The difficult nature of mathematics as a school subject included a lack of understanding of mathematical concepts, students' difficulty with mathematical symbols and notations, and struggles with word problems. Challenges specific to CR assessments included students' difficulties arising from the testing conditions unlike those of multiple-choice items, and included issues related to constructing appropriate responses and psychological barriers. To address these challenges in CR assessments, the study conducted guided writing activities as an intervention, through which six themes were identified: (1) internalization of mathematical concepts, (2) mathematical thinking through relational understanding, (3) diverse problem-solving methods, (4) use of mathematical symbols, (5) reflective thinking, and (6) strategies to overcome psychological barriers.

• Journal of the Korean School Mathematics Society
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• v.12 no.2
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• pp.261-279
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• 2009

Permutation and combination are the subjects that most teachers feel difficult to teach in Mathematics. This paper investigated evaluation items and factors of anxiety of students for permutation and combination, and further examined the way to lessen the factors of anxiety. Two high school students participated for over a year from December 2007 to February 2008. Also, two teachers joined for the analysis of evaluation items. We found that the ill-structured problems and word problems are the main factors to bring about the anxiety, whereas cooperative learning with high intelligent peers, practice to read word problems and write the process of problems solving are helpful in lessening the mathematical anxieties. Further we propose that the study of appropriate teaching and learning method for permutation and combination should be performed in the future.

• Journal of Gifted/Talented Education
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• v.16 no.1
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• pp.81-100
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• 2006

In this paper, it conducted the following works to develop the selective test for the gifted of information science in elementary schools. First, it presented the discrete mathematical thinking as an essential competence of elementary information science gifted, through theoretical research with many expert's studies, in order to investigate the definition and characteristics of information science gifted. Second, it developed a test to measure the discrete mathematical thinking, according to the results of analysis of discrete mathematical elements, appeared in the 7th national mathematics curriculum, in order to extract the characteristics of selective test for elementary information science gifted. Third, regarding the verification of items in a newly developed test, it adjusted the difficulty and discrimination by conducting 2 sessions of preliminary test, and then finally confirmed that the standards of items in the test, by testifying sufficient level of validity after the application to a main experiment.

• 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.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.04a
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• pp.211-226
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• 2006

이 연구는 수학 창의적 문제해결력을 바탕으로 수학 영재를 판별하기 위해서 수학 창의적 문제해결력 검사를 개발하고, 유창성만으로 수학 창의성을 평가한 이 검사 방법의 신뢰도와 타당도를 검증하는데 있다. 10개의 개방적인 수학 문제를 개발한 바, 수학적으로는 직관적 통찰력, 정보 조직력, 추론능력, 일반화 및 적용력, 반성적 사고력을 요구하는 문제들이다. 이 10문항을 영재교육기관에 입학하고자 지원한 초등학교 5학년 2,2029명에게 실시했다. 교사들은 각 문제에 대해 타당한 답을 제시한 빈도로 유창성을 측정했다. 학생들의 반응은 Rasch의 1모수 문항반응모형을 기반으로 한 BIGSTEPTS 로 분석했다. 문항반응 분석결과, 이 검사는 창의성을 유창성만으로 측정할 때도 영재판별 검사로서 신뢰도, 타당도, 난이도, 변별도가 모두 양호한 것으로 나타났다. 덜 정의되고, 덜 구조화되고, 신선한 문제가 영재교육 프로그램에 지원한 학생들의 수학 창의성을 측정하는데 좋은 문제임을 확인할 수 있었다. 또한 이 검사는 남학생이 여학생보다 수학 창의적 문제해결력이 우수하며, 영재교육원에 지원한 학생들이 수학영재학급에 지원한 학생들보다 더 우수함을 확인해 주었다.

• Education of Primary School Mathematics
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• v.12 no.2
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• pp.63-80
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• 2009

In this study, we analyzed teachers' recognitions of the necessity of mathematical descriptive tests and their practices in the elementary schools. We then suggested several examples of improved formats of the mathematical descriptive evaluation. For analyzing teachers' recognitions and practices of mathematical descriptive assessment, we surveyed 104 elementary school teachers in Seoul. We collected the test items from the schools and analyzed them to find how they are practiced in the schools. The results were as follows. First, most elementary school teachers are basically recognizing the direction and the purpose of mathematical descriptive assessment. Second, the ratio of the descriptive test items was very low compared with the teachers' recognition of necessity of including descriptive items in the tests. Third, the teachers usually made the descriptive items with their colleagues using textbooks, test manuals for teachers, and the references that the office of education provided. Fourth, to enhance teachers' understanding of descriptive assessment, systematic training programs for teachers about the descriptive assessment should be continued. Finally, the office of education and research institutes should provide various types of test items and more teacher training programs on descriptive assessments.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.387-404
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• 2017

In this paper, in the last 4 years(2014~2017 school year), we classified the probability and statistical items based on the evaluation scope of the mathematics subject content knowledge which were presented by the Korea Institute for Curriculum and Evaluation, and the classified items were analyzed. As a result, First, in order to induce normalization of the probability and statistical curriculum, four assessment field should be evenly distributed. Second, integrated thinking and comprehensive analytical thinking assessment is required. Third, item an epilogue should be used to measure mathematical thinking and logical competence. Fourth, the ratio of the number of items in probability and statistics to the number of that was 7.7%~10.0%, and the ratio according to the item weighting was 5.0%~7.5%. Fifth, it maintains the policy of stabilizing a good the level of difficulty of the items. Finally, probability and statistical assessment should focus on measuring problem solving ability from an inductive point of view.