• Journal of Educational Research in Mathematics
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• v.18 no.2
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• pp.239-261
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• 2008

This study presents results by the content areas in mathematics. Average performance is provided for five content areas: number, algebra, measurement, geometry, and data. Relative achievement is shown among the content areas for 4 countries in comparison to Korea. In number, Korea had lower average achievement than Singapore, especially for ratio proportion percent. Among 5 countries, Korea had the highest average achievement in algebra and geometry, but the lowest in attributes and units of measurement. In data, Korean students didn't learn the followings successfully: a) comparing characteristics of data sets and using mean, median, range, and shape of distribution, b) interpreting data sets (e.g., draw conclusions, make predictions, and estimate values between and beyond given data points), c) evaluating interpretations of data with respect to correctness and completeness of interpretation.

• School Mathematics
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• v.7 no.3
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• pp.221-235
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• 2005

This study intends to examine the Korean students' responses on mathematics items in PISA 2003(Programme for International Student Assessment 2003). In particular, we study the mathematics items with low percentage of correct answers, and discuss the reasons of low percentage of correct answers of Korean students. In addition to we investigate the students' misconceptions in mathematics. Finally, we suggest the implications for improving the teaching and learning of the relevant mathematics con-tents.

• Annual Conference on Human and Language Technology
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• 2021.10a
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• pp.203-208
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• 2021

본 논문에서는 맥락에 따라 개체명의 범주가 달라지는 어휘를 중심으로 교차 태깅된 개체명의 성능을 레이블과 스팬 정답률, 문장 성분과 문장 위치에 따른 정답률로 나누어 살펴 보았다. 레이블의 정확도는 KoGPT2, mBERT, KLUE-RoBERTa 순으로 정답률이 높아지는 양상을 보였다. 스팬 정답률에서는 mBERT가 KLUE-RoBERTa보다 근소하게 성능이 높았고 KoGPT2는 매우 낮은 정확도를 보였다. 다만, KoGPT2는 개체명이 문장의 끝에 위치할 때는 다른 모델과 비슷한 정도로 성능이 개선되는 결과를 보였다. 문장 종결 위치에서 인식기의 성능이 좋은 것은 실험에 사용된 말뭉치의 문장 성분이 서술어일 때 명사의 중첩이 적고 구문이 패턴화되어 있다는 특징과 KoGPT2가 decoder기반의 모델이기 때문으로 여겨지나 이에 대해서는 후속 연구가 필요하다.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.246-257
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• 2006

TIMSS (Trends in International Mathematics and Science Study) aims to produce reliable and internationally comparable indicators of student achievement. The TIMSS science achievement scale summarizes student performance on test items designed to measure a wide range of student knowledge and proficiency. This study analyzed Korean middle school students' science achievement at the advanced and high international benchmarks of the four benchmark levels of the benchmarks classified in TIMSS 2003 in light of science content areas (physics, chemistry, biology, earth science, and environmental science) and item characteristics. The average percent correct on items at the advanced benchmark by Korean students was highest in physics followed by earth science, biology, chemistry, and environmental science, whereas internationally the order was earth science, chemistry, biology, physics and lastly environmental science. Korean students performed relatively better in physics yet somewhat worse in chemistry than other top-performing countries. According to item analysis, Korean students reaching the advanced international benchmark understood some fundamentals of scientific investigation, but demonstrated weakness in written explanations of scientific principles, abstract science concept comprehension, and application of scientific concepts to solve quantitative problems. In addition, Korean students reaching the high international benchmark demonstrated relative weak conceptual understanding of ecology compared with other countries.

• Journal of the Korean Chemical Society
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• v.57 no.1
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• pp.138-146
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• 2013

This study examined the characteristics of the National Assessment of Educational Achievement (NAEA) in Science according to gender. It investigated gender achievement differences in the science section of the 2010 NAEA, the ratio of gender difference in achievement, the ratio of correct answers within each content domain and behavioral domain, and the items which showed high differences between males and females. The results indicate first, that, for 9th graders, females outperformed males in academic achievement in science. Second, with respect to the ratio of correct answers, males outperformed females in the advanced and below basic level groups, but females outperformed males in intermediate level groups. Third, females outperformed males in knowledge and inquiry in the behavior domains, and in chemistry and biology in the content domains. Fourth, an analysis of the items showing the largest gender gap indicated that males outperformed females in interpreting data, while females outperformed males in the items concerned with daily life and items related to the memorization of rules. This research on gender differences in science will allow teachers to complement the weaknesses of students when they study science, and support improved instructional methods in science.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.200-211
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• 2006

The purpose of this study was to analyze Korean middle school student achievement in environmental science based on the TIMSS 2003 (Trends in International Mathematics and Science Study), a student comparison of 46 participating nations. Korea ranked the fourth with a mean score of 554 in environmental science. However, all 3 environment science topics assessed in TIMSS are not included in the Korean science curriculum through 8th grade, even though they are included in most other participating nations' curricula. The average percent correct of items was analyzed according to the main topic, the item type and the cognitive domain. Items that showed differences between the average percent correct of Korea and the international average as well as differences between the average percent correct of boys and girls were further analyzed. Results revealed that Korean students performed better than the international average, especially in 'use and conservation of natural resources', multiple-choice items, and items requiring 'factual knowledge'. Also, male students demonstrated significantly higher achievement than female students. On the other hand, Korean students showed relatively lower achievement in constructed-response items, items that contained content they had not learned in science lessons and items requiring descriptions of the uses and effect of science and technology. Moreover, Korean student lacked understanding about acid rain, global warming, and ozone layer destruction. Korean female students showed relatively lower environmental conceptions and lower performance on items requiring data analysis than Korean male students. On the basis of these results, this study suggested that topics of environmental science be included in the science curriculum and taught in the science classroom to help middle school students more fully comprehend environmental issues.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.99-121
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• 2009

This study analyzed the difficulty trend of item which are common with TIMSS 1999, 2003, 2007 and are released since TIMSS 2007. The results show that the 7th curriculum has positive effects on the students' achievement in the domain such as spatial sense of rotation, ratio proportion percent, pattern, calculation of decimal numbers, concept of angle, area of triangle, and qualitative approach to graph. And the results leaved the consideration for the process of scoring, teaching method of statistical probability concept, and making table as a problem solving method.

• Journal of the Korean earth science society
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• v.28 no.4
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• pp.405-414
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• 2007

This study examined students' achievement of Earth science in the Trends in International Mathematics and Science Study (TIMSS) that was conducted with 46 participating countries in 2003 and analyzed average percent-correct items for Earth science were analyzed in terms of subcategory, item type and cognitive domain. In addition, items showing a gender difference and a big difference in the test scores of Korean and international students were analyzed. Korean students performed higher than the international average, especially in the astronomy-related topic and in the cognitive domain of 'reasoning and analysis'. In an analysis of the five items that Korean students scored lower than the international average, Korean students performed not so well in demonstrating what they understood with drawings and writings. Korean female students showed a difficulty more than male students did in multiple-choice items that asked recalling of factual knowledge and demonstrated lack of confidence in the items that they have not learned yet. Based on the result content organization of Earth science curriculum and ways to improve teaching and loaming methods were recommended.

• Education of Primary School Mathematics
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• v.19 no.2
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• pp.127-142
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• 2016

The purpose of this study was to examine the students' problem solving ability according to numeric expression and the semantic types of addition and subtraction word problems. For this, a research was to analyze the addition and subtraction calculation ability, word problem solving ability of the selected $2^{nd}$ grade(118) and 3rd grade(109) students. We got the conclusion as follows: When the students took the survey to assess their ability to solve the numerical expression and the word problems, the correct answer rates of the result unknown problems was larger than those of the change unknown problems or the start unknown problems. the correct answer rates of the change add-into situation was larger than those of the part-part-whole situation in the result unknown addition word problems: they often presented in text books. And, in the cases of the result unknown subtraction word problems that often presented in text books, the correct answer rates of the change take-away situation was the largest. It seemed probably because the students frequently experienced similar situations in the textbooks. We know that the formal calculation ability of the students was a precondition for successful word problem solving, but that it was not a sufficient condition for that.

• Journal of the Korean Chemical Society
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• v.65 no.1
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• pp.48-57
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• 2021

This study analyzed the science assessment items that were conducted by the paper and the computer-based assessment in the TIMSS 2019 pre-test, which is an international academic achievement assessment. We examined whether the test mode influenced the percentage of items answered correctly by each graders. As a result, there was no significant difference in the correct answer rates of science items according to the test media in 4th and 8th graders. Looking at the each graders, the difference in the percentage of correct answers was relatively large in the fourth grader rather than the eighth grader. In terms of items, the difference in the percentage of correct answers was relatively larger for the constructed items than the multiple choice questions. As a result of analyzing the content of science and assessment items on the influence of the test media, the multiple choice items showed little difference between the paper and the computer-based assessment items, but the answer-type items tended to have a lower percentage of correct answers than the paper-based assessment. In addition, by grade, 4th graders showed lower percentages of correct answers in the constructed items than 8th graders. This study provides implications related to the development and introduction of computer-based assessment in Korea, and suggests an educational implications for computer-based assessment to be well established as school evaluation.