• 제목/요약/키워드: 평가문항 분석

검색결과 978건 처리시간 0.033초

Investigation of PISA 2022 Mathematics Framework and Illustrative Examples (PISA 2022 수학 평가틀과 예시 문항 분석)

  • Cho, Seongmin
    • Journal of the Korean School Mathematics Society
    • /
    • 제23권3호
    • /
    • pp.299-321
    • /
    • 2020
  • PISA, organized by the OECD, started with the worries about what competencies students need in preparation for a changing future society. Starting with the first main survey in 2000, PISA, which was administered every three years, is preparing for the eighth cycle. PISA 2022 is a cycle in which mathematics becomes the main domain in 10 years, and the definition of mathematics literacy, mathematical framework, and illustrative examples were released. Therefore, in this study, the definition of PISA mathematics literacy and the trends on the mathematical framework were examined, and the characteristics of the illustrative examples introduced together with the PISA 2022 mathematical framework were analyzed. Through this, implications were drawn for the successful implementation of the 2015 revised curriculum and assessment.

An Analysis on the Past Items of Probability and statistics in Secondary School Mathematics Teacher Certification Examination (수학과 중등임용 확률과 통계학 기출문항 분석)

  • Kim, Changil;Jeon, Youngju
    • Journal of the Korean School Mathematics Society
    • /
    • 제20권4호
    • /
    • pp.387-404
    • /
    • 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.

  • PDF

Item Analysis of Japanese NCTUA for the Quality Improvement of Chemistry Items of CSAT (대학수학능력시험에서 화학 문항의 질 제고를 위한 일본 대학입시센터시험 문항 분석)

  • Kim, Hyun-Kyung
    • Journal of the Korean Chemical Society
    • /
    • 제54권6호
    • /
    • pp.818-828
    • /
    • 2010
  • It has already been 17 years since the first implementation of the Korean College Scholastic Ability Test (CSAT). Having been administered so many CSAT tests including practice tests, criticisms have been made against CAST tests being stuck to the same pattern and focusing mainly on knowledge-based items. To address this issue, we analyzed the chemistry items of the Japanese National Center Test for University Admissions (NCTUA) administered in January of 2009 with regard to content factors, behavioral domains, item types, and noted any peculiarities in comparison to CSAT. Also, we estimated the predicted percentage of correct answers from the perspectives of Korean candidates to arrive at implications for chemistry items of CSAT.

A study on the application of M2PL-Q model for analyzing assessment data considering both content and cognitive domains: An analysis of TIMSS 2019 mathematics data (내용 및 인지 영역을 함께 고려한 평가 데이터 분석을 위한 Q행렬 기반 다차원 문항반응모형의 활용 방안 연구: TIMSS 2019 수학 평가 분석)

  • Kim, Rae Yeong;Hwang, Su Bhin;Lee, Seul Gi;Yoo, Yun Joo
    • Communications of Mathematical Education
    • /
    • 제38권3호
    • /
    • pp.379-400
    • /
    • 2024
  • This study aims to propose a method for analyzing mathematics assessment data that integrates both content and cognitive domains, utilizing the multidimensional two-parameter logistic model with a Q-matrix (M2PL-Q; da Silva, 2019). The method was applied to the TIMSS 2019 8th-grade mathematics assessment data. The results demonstrate that the M2PL-Q model effectively estimates students' ability levels across both domains, highlighting the interrelationships between abilities in each domain. Additionally, the M2PL-Q model was found to be effective in estimating item characteristics by differentiating between content and cognitive domain, revealing that their influence on problem-solving can vary across items. This study is significant in that it offers a comprehensive analytical approach that incorporates both content and cognitive domains, which were traditionally analyzed separately. By using the estimated ability levels for individual student diagnostics, students' strengths and weaknesses in specific content and cognitive areas can be identified, supporting more targeted learning interventions. Furthermore, by considering the detailed characteristics of each assessment item and applying them appropriately based on the context and purpose of the assessment, the validity and efficiency of assessments can be enhanced, leading to more accurate diagnoses of students' ability levels.

Developing a Student Evaluation Instrument for College Teaching (대학강의 평가도구 개발)

  • Kim, Jeong-Kyoum
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • 제18권6호
    • /
    • pp.187-196
    • /
    • 2017
  • In using lecture evaluation methods to improve the quality of education, most universities need to reflect the changes in the educational environment. The transformation of university education into a mixed learning environment blending face-to-face education and online education necessitates the development of appropriate lecture evaluation items. For this purpose, we analyzed the items and the factor analysis for the students of C university in Daejeon. The primary data were carried out with 47 measurement items in 10 domains, such as planning and preparation of lectures, which were found through previous research analysis. Secondary data were validated by using the items confirmed through analysis of preliminary test data. The study results showed that 20 items including six domains such as planning and preparation of lectures, learning materials, learning tasks, instruction media, online course test and grades were derived. These study results suggest that universities lectures should be evaluated to ensure improvement.

A Study on the Improvement of Teacher Librarians' Evaluation Indicators in Korea (교원능력개발평가의 사서교사 평가지표 개선방향에 관한 연구)

  • Kim, Jeong-Hyen;Lee, Byeong-Ki;Shu, Kyung-Un;Kim, Sung-Jun
    • Journal of Korean Library and Information Science Society
    • /
    • 제41권3호
    • /
    • pp.133-154
    • /
    • 2010
  • With the introduction of new teacher evaluation system, teacher librarians' evaluation indicators and questions were presented for the first time. The purpose of this study is to review the validity of current indicators and questions and to develop new one, based on it. The result is as follows : Current indicators mainly focus on the management of school library facility and collection, not on teacher librarians' educational activities and have the low validity to evaluate the expertise of teacher librarians. As a result, this study will suggest new evaluation indicators and questions to evaluate their expertise appropriately.

  • PDF

On the Composition of Evaluation Questions Corresponding to Each Level in Matrix Chapter of the High School (행렬의 수준별 평가에 대한 연구)

  • Lee, Min-Jung;Lee, Yang
    • Journal of the Korean School Mathematics Society
    • /
    • 제13권3호
    • /
    • pp.357-379
    • /
    • 2010
  • There are many studies about the method of trying leveled class because we say the Excellence of Education after high school's Equalization Policy. After the leveled c1ass, Ministry of Education, Science and Tech. announced the induction of leveled classes' evaluation in 2008, it is called that students take classes adapted to their levels. This study illustrates criteria of forming evaluation, it composes leveled assessment tests referenced by Gibb's evaluation effects & Cotton's evaluation principles. Before anything else, this study induced contents of studies which is emphasized the structure rather than the arithmetic that is based on Foucault' s analysis of mathematics' class and examination & MacGregor's point of algebra. Since then we made leveled assessment tests which made by students' Question. And then, In this study, we modified evaluation tests appropriately by criteria of evaluation and analysing the result.

  • PDF

Exploring Differences of Student Response Characteristics between Computer-Based and Paper-Based Tests: Based on the Results of Computer-Based NAEA and Paper-Based NAEA (컴퓨터 기반 평가와 지필평가 간 학생 응답 특성 탐색 -컴퓨터 기반 국가수준 학업성취도 평가 병행 시행 결과를 중심으로-)

  • Jongho Baek;Jaebong Lee;Jaok Ku
    • Journal of The Korean Association For Science Education
    • /
    • 제43권1호
    • /
    • pp.17-28
    • /
    • 2023
  • In line with the entry into the digital-based intelligent information society, the science curriculum emphasizes the cultivation of scientific competencies, and computer-based test (CBT) is drawing attention for assessment of competencies. CBT has advantages to develop items that have high fidelity, and to establish a feedback system by accumulating results into the database. However, it is necessary to solve the problems of improving validity of assessment results, lowering measurement efficiency, and increasing management factors. To examine students' responses to the introduction of the new assessment tools in the process of transitioning from paper-based test (PBT) to CBT, in this study, we analyzed the results of the PBT and the CBT conducted in 2021 National Assessment of Educational Achievement (NAEA). In particular, we sought to find the effects on student achievement when only the mode of assessment was changed without change of items, and the effect on student achievement when the items were composed including technology enhanced features that take advantage of CBT. This study is derived through the analysis of the results of 7,137 third-grade middle school students taking one among the three kinds of assessments, which were the PBT or two kinds of CBT. After the assessment, the percentage of correct answers and the item discriminations were collected for each group, and expert opinions on characteristics of response were collected through the expert council involving 8 science teachers with experience in NAEA. According to the results, there was no significant difference between students' achievement results in the PBT and the CBT-M, which means simple mode conversion type of CBT, so it could be explained that the mode effect did not appear. However, it was confirmed that the percentage of correct answers for the construct response items was somewhat high in the CBT, and this result was analyzed to be related to the convenience of the response. On the other hand, there were the items with a difference of more than 10%p from the correct answer rate of similar items, among the items to which technology enhanced functions were applied following the introduction of CBT. According to the analysis of response rate of options, these results could be explained that the students' level of understanding could be more closely grasped through the innovative items developed through the technology enhanced function. Based on the results, we discussed some guidance to be considered when introducing CBT and developing items through CBT, and presented implications.

Development of Clinical Competency Self-Report Scale for Clinical Satisfaction of Occupational Therapy Student (작업치료대학생의 실습만족을 위한 임상수행능력 자기보고식 척도 개발)

  • Lee, Min-Jae;Lee, Sun-Min
    • Journal of Korea Entertainment Industry Association
    • /
    • 제14권1호
    • /
    • pp.137-147
    • /
    • 2020
  • This study is aimed to develop and validate the clinical competence scale of occupational therapy student. The development of clinical competence scale analyzed the definition of clinical performance and previous studies. preliminary examinations were conducted on 203 occupational therapy departments in 3rd and 4th grade to verify item analysis and job validity. After exploratory factor analysis, eight factors of professional consciousness, 11 items of occupational therapy evaluation factors, 4 items of occupational therapy intervention factors, and 4 items of communication factors were extracted into a total of 27 factors. As a result of verifying the reliability of each factor through the internal consistency coefficient Cronbach's α, it was found to be .87~.94 and the overall reliability was .96. The correlation between the total score and the factors of the clinical competence scale was statistically significant. Through the confirmatory factor analysis, the model fit test of the factor structure for 27 items of 4 factors (χ2=.76, df = .31, CFI = .81, TLI = .80, RMSEA = .79) is considered acceptable. Through this study, The clinical competence scale is a valid and reliable scale that can be useful for objectively assessing.

Evaluation of Generative AI's Understading of Hate Speech Using Appropriateness Conditions (적정성 조건을 활용한 생성 AI의 혐오 화행 이해 평가)

  • Kang Joeun;Kim Yujin;Kim Hansaem
    • Annual Conference on Human and Language Technology
    • /
    • 한국정보과학회언어공학연구회 2023년도 제35회 한글 및 한국어 정보처리 학술대회
    • /
    • pp.95-100
    • /
    • 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.

  • PDF