• Journal of the Korean School Mathematics Society
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• v.24 no.4
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• pp.407-428
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• 2021

This study compares and analyzes the mathematics assessment items of the middle school's national-level academic achievement tests in Korea and Japan, recently revised as a competency-focused curriculum. By comparing and analyzing the assessment items in each country, the analytic framework is integrated into content areas, contexts, and competencies. The characteristics of each country's assessment items developed for each content area were analyzed using the framework. We suggested some implications on developing and improving national-level academic assessment items.

• School Mathematics
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• v.16 no.2
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• pp.237-257
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• 2014

The purpose of this study is to investigate the academic achievement characteristics in terms of proficiency levels through the in-depth analysis of mathematics test items and achievement standards of the National Assessment of Educational Achievement(NAEA) from 2010 to 2012, and to provide suggestions for teaching and assessing mathematics in middle schools. The results showed that 'Advanced level' students could fully understand the concept of mathematical terms and symbols as well as various mathematical properties presented in the national curriculum. However, 'Proficient level' students tended to feel difficult to apply linear function, properties of a plane figure, and a solid figure, while 'Basic level' students seemed to have trouble solving mathematical problems in almost all areas. Thus, it is necessary to identify the mathematical misconceptions that students have and to strengthen teaching, particularly, the areas of number and operation.

• School Mathematics
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• v.7 no.1
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• pp.33-54
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• 2005

One of the major results of National Assessment of Educational Achievement in 2003 is that the final test results were reported by four levels such as Advanced, Proficient, Basic, and Below Basic. We used it to investigate into the characteristics of students according to achievement levels, and finally we listed them. We think that these results will be a help to instructions according to achievement levels.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.435-453
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• 2018

The results analysis of National Assessment of Educational Achievement(NAEA) can provide various implications for teaching and learning in the school field. In this study we analyzed the deviation of NAEA achievement level-based correct-answer rate and the distribution of the responses percentages for three years from 2015 to 2017 focused on multiple-choice items. First we calculated the deviation of correct-answer rate between advanced level and proficient level and between proficient level and basic level, and then we selected the items whose deviation of correct-answer rate is more than the third quartile. We explored what the content areas, behavior areas and achievement standards of each item are and what the achievement standards and characteristics of these questions are. Based on the results of the analysis, we intended to derive implications for appropriate teaching-learning methods at each achievement-level.

• The Journal of the Korea Contents Association
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• v.10 no.12
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• pp.477-491
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• 2010

This paper aimed to understand current trends in online lectures for Korean SAT based on students' academic performances through a qualitative interview approach. In results, the highest academic performance group showed a good deal of interest and usage in online lectures. This group participants preferred private online lectures to public ones. However, the lowest academic group liked to use public online lectures. The middle academic groups who lived in an expensive area spent a lot of money for tutoring or attending private institutes rather than online lectures. Suggestions are: self-regulated learning is needed, public onilne lectures should have improved contents, and lastly, these online lectures are required to be connected with regular school curriculum.

• Korean Journal of Social Welfare Studies
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• v.42 no.3
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• pp.183-206
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• 2011

This study examined the longitudinal relationship between academic achievement and school satisfaction using a data of the Seoul Panel Study of Children(SPSC). Fully autoregressive cross-lagged analysis and multi-group comparison were performed to measure the longitudinal relationship between two constructs as well as differences between poverty and non-poverty groups. The results showed that both academic achievement and school satisfaction were stable over time in non-poverty group. Academic achievement at the 4th grade significantly affected the school satisfaction at the 6th grade and it subsequently affected on the academic achievement at the 8th grade in non-poverty group. In contrast, academic achievement was not consistent over time in poverty group. Only the school satisfaction at the 6th grade affected the academic achievement at the 8th grade. The findings of this study have various practical implication for school interventions. It is more important to keep supporting the children to maintain the level of academic achievement in non-poverty group. While, in poverty group, it is essential to make school satisfaction and academic motivation increase with school attachment programs.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.647-655
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• 2014

The purpose of this study is to acquire teaching insights for improving scientific literacy by analyzing the effects of scientific communication skills, science process skills, and logical thinking skills of elementary school students on academic achievement level. The participants are 64, sixth grade elementary school students. Survey materials include the results of Scientific Communication Skill Test (SCST), Test of Science Process Skills (TSPS), Group Assessment of Logical Thinking (GALT), multiple choice test & short answer test, descriptive answer test on science, and academic achievement level test on all subjects. Based on these data, the study analyzed the relationships of science process skills, logical thinking skills, and scientific communication skills, and each category's effect on academic achievement level. Furthermore, under the assumption that scientific communication skills are affected by science process skills and logical thinking skills and directly influence the academic level, the research discovered three types of correlations as a structural model. The results show that there are considerable correlations in scientific communication skills, science process skills, and logical thinking skills. Also, these three abilities have meaningful correlations with learner's writing and descriptive question level on science curriculum and overall academic achievement level; the level of correlation differ a bit by subcategory factors. In conclusion, setting the model, science process skills and logical thinking skills influence scientific communication skill, and the skill directly influences the learner's academic level. Further analysis of the results show that scientific communication skill influences the academic achievement level of all subjects the most.

• The KIPS Transactions:PartA
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• v.17A no.1
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• pp.45-52
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• 2010

The National Assessment of Educational Achievement has been conducted in the form of sampling assessment until 2007, but it was converted into sampling assessment one hundred percent working with relevant whole students in 2008. Therefore, the necessity of new study on the national assessment system of educational achievement was on the rise. The National Assessment System of Educational Achievement, which was implemented in this thesis was designed to analyze educational achievement status all over the province, total score and score frequency distribution per subject, item difficulty and item discrimination, degree of attraction of wrong answers, educational achievement per subject, gender, region, office of education, school, individual and status of students with high educational achievement.

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.273-288
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• 2009

This study analyzed gender differences in variability with the results of National Assessment of Educational Achievement on Mathematics from 2003 to 2006, which subjects are 3rd, 9th and 10th grades. The purpose of the analysis was to explain gender differences in mean of mathematical ability scores from a different angle. The results and conclusions obtained in this study are as follows: First, regardless of grades and mean differences, male assessment scores were consistently more variable than female assessment scores. Second, for same male and female students, scores in later grades were almost consistently more variable than those in earlier grades. Third, for all grades, the ratios of males in an advanced and below-basic levels were generally higher than those of females in the same achievement levels.

• Journal of Gifted/Talented Education
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• v.24 no.1
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• pp.1-16
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• 2014

This study was to examine whether high school students' academic motivation and learning strategies influence their competence. Of the 600 high school students surveyed from 3 high schools in two metropolitan cities, Korea, 489 completed and returned the questionnaires yielding a total response rate of 81.50%. The final sample consisted of 399 males (81.6%) and 82 females (16.8%). Among the final sample, 113 students were gifted, and 376 students were non-gifted. Their average age was 17.20 years. Measures of students' competence (i.e., cognitive competence, and social competence), academic motivation (i.e., intrinsic motivation to know, toward accomplishment, and to experience stimulation, and extrinsic motivation identified, introjected, and external regulation, and amotivation), and learning strategies (i.e., metacognition, self-monitoring, strategy formation) Spearman's rho(${\rho}$) indicated that students' competence was positively associated with intrinsic (i.e., to know, toward accomplishment, to experience stimulation) and extrinsic (i.e., identified, introjected) motivation, and learning strategies. However, students' competence was negatively associated with amotivation. Hierarchical multiple regression analyses showed that intrinsic motivation (i.e., to experience stimulation), extrinsic motivation(i.e., external regulation), and learning strategies (i.e., strategy formation) were the crucial contributors for enhancing students' competence. Results are discussed in relation to theoretical implications and school settings.