• School Mathematics
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• v.17 no.2
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• pp.331-353
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• 2015

The purpose of this study is to investigate expertise of mathematic teachers in development of designing assessment items, derived from development of assessing tools, which is a part of assessing competence of mathematic teachers. Analysis was made upon the difference between Pre-service and In-service teachers in terms of self-perception on assessment items. The assessing references of self-perception on developing in designing assessment items consist of followings: one's Beliefs and Self-Rating in designing assessment items. This investigation on self-perception was carried out by both pre-service teachers who are currently enrolled students in college and in-service teachers who are currently incumbent in secondary schools. This analysis based on 310 teachers' answers on self-perception of designing assessment items, both in- and preservice.

• 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.

• Communications of Mathematical Education
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• v.9
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• pp.115-152
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• 1999

본 연구에서는 새로운 평가 방안으로 소개되는 수행평가의 정의 및 의의, 특징과 수행평가의 여러 가지방법 등을 간략히 살펴보고, 수행평가의 채점방법, 수행평가에 적합하다고 생각되는 문항을 예시한다. 특히, 수행평가의 예시 문항들은 수행평가의 여러 가지 방법에 따라 개발하되, 어떤 한 가지 방법에 의하지 않고 여러 가지 방법으로 평가가 가능한 문항, 학생들의 조작과 생활 속에 관련된 수학을 발견하도록 하는 문항들을 개발 예시하였다.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.505-518
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• 2014

The purpose of this study was to examine how pre-service elementary teachers develop mathematical tasks in the elementary teacher education program. Elementary pre-service teachers revise their tasks in clarifying representation, reflecting curriculum, modifying mathematical errors. Elementary pre-service teachers' perspective on assessment has been changed from focusing on tasks to focusing on students.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.143-154
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• 2004

학교에서 실시되는 평가의 주체는 교사이므로, 교사는 '좋은 평가 도구'를 개발 ${\cdot}$ 제작 할 수 있어야 한다. 좋은 평가 도구를 제작하기 위해서는 이에 대한 직접적인 훈련이 필수적인 동시에 교사 교육의 첫 단계부터 좋은 평가 도구로 평가를 받는 간접 경험도 중요하다. 이 논문에서는 문항반응이론을 적용하여 수학교사 양성기관에서 사용되는 지필고사 문항에 대하여 신뢰도, 타당도, 난이도 및 변별도를 측정하였다. 이 결과는 평가 문항을 개발할 때에 기초자료로 사용될 수 있다.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.619-640
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• 2011

The study aims the introducing the items for the assessment of mathematical thinking including mathematical reasoning, problem solving, and communication and the analyzing on the responses of the 5th grade pupils. We categorized the area of mathematical reasoning into deductive reasoning, inductive reasoning, and analogy; problem solving into external problem solving and internal one; and communication into speaking, reading, writing, and listening. And we proposed the examples of our items for each area and the 5th grade pupils' responses. When we assess on pupil's mathematical reasoning, we need to develop very appropriate items needing the very ability of each kind of mathematical reasoning. When pupils solve items requesting communication, the impact of the form of each communication seem to be smaller than that of the mathematical situation or sturucture of the item. We suggested that we need to continue the studies on mathematical assessment and on the constitution and utilization of cognitive areas, and we also need to in-service teacher education on the development of mathematical assessments, based on this study.

• Communications of Mathematical Education
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• v.28 no.4
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• pp.553-571
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• 2014

Mathematical process is an issue in current mathematics education. In this paper discuss how to assess the mathematical process using essay type questions. For this we first suggest the concept of Mathematical Process Oriented Question which is an essay type question and possible to assess mathematical processes, that is, the mathematical communication, reasoning, and problem solving as well as mathematics knowledge. And we develop a framework for developing the mathematical process oriented question and rubric, examples of assessment standards and those questions containing rubric for assessing mathematical processes. The results of this paper can serve as basic data and examples for follow up research about mathematical process assessment.

• School Mathematics
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• v.14 no.4
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• pp.517-529
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• 2012

Assessment in the school should be done consistently in accordance with the national curriculum. This study analyzed the process that preservice teachers developed the question items. The preservice teachers already equipped with the knowledge about the curriculum, didn't reflect it to items at first. However, in the review and modification process with colleague discussions, they get the curriculum coherence faithfully. And the item completeness gets higher such as to conform to the item intent, to help the students easily understand the item and to have the consistency between items.

• Journal of Educational Research in Mathematics
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• v.25 no.2
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• pp.157-175
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• 2015

This study was conducted with the aim to develop and improve the assessment literacy of teachers which enables it to develop and utilize the assessment items using a wide range of contexts on the basis of an understanding of math contents and mathematical process specified in the math curriculum and to analyze the results in an effective way. To analyze the changes in the development and improvement of the assessment literacy of preservice math teachers, the author of this study, using PISA items and assessment framework, analyzed the changes through the 1st and 2nd development of assessment items. The results showed the assessment literacy of preservice math teachers and their ability have been improved, implying that there is the necessity to develop a wide range of programs to improve the assessment literacy of preservice math teachers and provide such programs on a regular basis, which will facilitate effective math teaching and learning.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.637-654
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• 2013

This study aims to suggest a Guide-Line for Assessment Items Development in Middle and High School Mathematics that was included in the plan for advancement of mathematics education(2012). Consequently, we categorized a Guide-Line for Assessment Items Development as three process: 'Lesson content analysis process', 'Assessment items making process', 'Assessment items completed process'. This study will contribute to improve teacher's assessment professionalism and can be used as self-diagnosis tools.