• Journal of Science Education
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• v.46 no.1
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• pp.121-149
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• 2022

Descriptive assessment is a meaningful assessment method in relation to problem solving ability, reasoning ability, and communication ability as emphasized in mathematics curriculum. In Korea, as performance assessment has been emphasized since the 7th mathematics curriculum, descriptive assessment is being conducted as a method of performance assessment in schools. However, descriptive assessment has not been introduced in the university scholastic ability test for various reasons. Considering that descriptive assessment is emphasized in the mathematics classroom and has sufficient educational value, a serious discussion on the implementation of descriptive assessment in the university scholastic ability test will be necessary. In this study, we analyzed the descriptive assessment of Russia's unified state examination (USE) in the mathematics, which corresponds to Korea's university scholastic ability test. Through a literature review, we investigated how mathematics examination problems were structured in the USE and which mathematical abilities were required for the examination. In particular, the outer structure of the problems was analyzed focusing on the mathematics problems of the USE 2021, and the scoring method of the descriptive problems was also analyzed. The results of this study are expected to provide a variety of information on the possibility of introducing descriptive assessment in the Korean university scholastic ability tests.

• Journal of Korean Academy of Oral Health
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• v.42 no.4
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• pp.216-223
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• 2018

Objectives: The purpose of the study was to investigate factors affecting the assessment of objective and subjective masticatory ability in the elderly, and to evaluate masticatory ability assessment more accurately. Methods: A total of 112 participants were recruited after oral examination in senior citizen welfare facilities. The participants' masticatory ability was evaluated objectively (Mixing ability index; MAI), and subjectively (Key food intake ability; KFIA). Participants' general characteristics and oral health-related variables were also recorded. Based on masticatory ability assessment, participants were classified as either high or low. IBM SPSS Statistics Ver.23.0 was used for all analyses, including descriptive statistics, Chi-square test, Mann-Whitney U test, Spearman rank correlation, and Logistic regression analysis. Results: Higher masticatory ability was positively correlated with higher scores on MAI and KFIA. Additionally, there was a significant positive correlation between MAI and KFIA. When analyzing factors affecting objective and subjective masticatory ability assessments, Functional tooth units (FTUs) were revealed as a related factor. In subjective masticatory ability assessment, oral moisture, difficulty in chewing, and the Geriatric Oral Health Assessment Index (GOHAI) were also influential factors. Conclusions: In order to accurately assess masticatory ability, it is necessary to use both objective and subjective measures. Additionally, to improve the masticatory ability in the elderly, treatment should be provided to improve overall oral health and satisfaction.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.25 no.4
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• pp.259-268
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• 2018

Purpose: The purpose of this study was to identify the effects of the action learning approach on the self-confidence and knowledge of health assessment, critical thinking ability and class satisfaction in students taking health assessment courses. Methods: This non-equivalent control group pretest-posttest study enrolled 127 nursing students as participants, with 64 and 63 in the experimental and control group, respectively. These two groups attended 33 hours (2 or 4 hours per week for 11 weeks) of action learning and traditional classes, respectively. Differences in the dependent variables between the two groups were compared before and after the intervention using independent t-test. Results: The action learning group reported significantly greater self-confidence in health assessment (t=5.10, p<.001) and critical thinking ability (t=2.23, p=.027) than the control group. There was no significant difference in knowledge of health assessment or class satisfaction between two groups (p>.05). Conclusion: These findings indicate that action learning is an effective intervention for enhancing self-confidence and critical thinking ability in nursing education.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.19-28
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• 1999

The major purposes of this study are to examine the effects of portfolio assessment on elementary school student's science knowledge, inquiry ability, science attitudes and to investigate students' perceptions on portfolio assessment. Control group consists of 45 fourth-graders at M-Elementary school located at Miwon, Chongwon-gun, Chung-buk and experimental group 36 fourth-graders of G-Elementary school located in Daejeon-si. The inventories of scientific knowledge I, inquiry ability, and science attitudes were administered to both groups as a pre-test. The experimental group was given portfolio assessment instruction and control group traditional instruction for about six weeks. Inventories about scientific knowledge 2, inquiry ability, and science attitudes were administered to both groups as a post-test. A questionnaire on the perception on portfolio assessment was given to experimental group after the treatment. The results were statistically analyzed with SPSS. Control group showed higher score on scientific knowledge than that of experimental group (p<0.5). No statistically meaningful difference was identified in inquiry ability and scientific attitude. More in-depth analysis revealed that scientific attitudes were improved statistically meaningfully by portfolio assessment. The students' perceptions on portfolio assessment is very positive. Students have positive responses on interests in portfolio assessment, feelings of involvement in learning, self-regulated learning, higher levels of thinking, intentions of participation in portfolio assessment.

• The Mathematical Education
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• v.47 no.4
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• pp.421-436
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• 2008

Mathematics assessment doesn't mean examining in the traditional sense of written examination. Mathematics assessment has to give the various information of grade and development of students as well as teaching of teachers. To achieve this purpose of assessment, we have to search the methods of assessment. This paper is aimed to develop the open-ended problems that are the alternative to traditional test, apply them to classroom and analyze the result of assessment. 4-types open-ended problems are developed by criteria of development. It is open process problem, open result problem, problem posing problem, open decision problem. 6 grade elementary students who are picked in 2 schools participated in assessment using open-ended problems. Scoring depends on the fluency, flexibility, originality The result are as follows; The rate of fluency is 2.14, The rate of flexibility is 1.30, and The rate of originality is 0.11 Furthermore, the rate of originality is very low. Problem posing problem is the highest in the flexibility and open result problem is the highest in the flexibility. Between general mathematical problem solving ability and fluency, flexibility have the positive correlation. And Pearson correlational coefficient of between general mathematical problem solving ability and fluency is 0.437 and that of between general mathematical problem solving ability and flexibility is 0.573. So I conclude that open ended problems are useful and effective in mathematics assessment.

• Journal of the Korean Society of Safety
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• v.15 no.4
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• pp.112-118
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• 2000

This paper is resulted from the research to activate Self-control Safety Management system that adopted to improve an assessment system for Hazard Prevention Plan. And members of company, university and research institute have jointly participated in the research. First, it is investigated that introduced background and processing method with existing practical data & materials references in order to understand what domestic Self-control Safety Management system will be available for. And general construction company at site have their ability to assess Hazard Prevention Plan by mailing questionnaire to on thousand site, visits, and interviews. Also, It is investigated how much they have the assessment ability. It is selected to do a questionnaire survey for the status of self-regulatory safety assessment ability of the designated self-regulatory companies in order to produce and enhance the self-regulatory assessment ability and the necessity of Self-control Safety Management system. Finally, it is selected to do a questionnaire survey for fixing and the enhance Self-control Safety Management system of general construction contractors.

• 대한공업교육학회지
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• v.30 no.1
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• pp.56-67
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• 2005

The purpose of this study was to examine the effects of analytic rubrics on learners' self-directed learning ability in information technology unit assessment. The experiment and control groups were 4 classes of the 2nd grade in B middle school located in Daejeon. The pretest was performed to check the group homogeneity. For the experiment design, the nonequivalent control group design as a type of quasi-experimental design was used. The experiment was composed of 5 sessions. Statistical significance was p < .05 to verify the hypothesis, and SPSS 12.0 for Windows was used for statistical treatment. The results from this study were as follows: (1) The application of analytic rubrics in information technology unit assessment affected learners' self-directed learning ability in a positive way in 4 factor's(openness, self-concept, intrinsic motivation, self-evaluation) but does not affected in 3 factor's(autonomy, creativity, problem solving). (2) The difference in sex was not a statistically significant factor in the application of analytic rubrics in information technology unit assessment. Based on the results of the experiment, two suggestions were made to promote the application of rubrics in technology education assessment. (1) Research and development of many types of rubrics for technology education are needed. (2) Systematic training of rubrics for technology teachers is needed.

• Journal of Korean language education
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• v.28 no.4
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• pp.149-179
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• 2017

The purpose of this study was to establish a Korean reading ability assessment category based on a reading comprehension theory, and to establish an evaluation framework for Korean reading ability after creating the evaluation factors corresponding to each category through expert Delphi survey. The three levels of reading comprehension that were constructed are the following: language knowledge, text comprehension, and interpretation and comprehension of new ideas and application. This study suggested that constructs of Korean reading assessment reflected reading theory. This study has meaningful consequences which suggest verified constructs through Delphi surveys.

• Korean Parent-Child Health Journal
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• v.15 no.1
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• pp.14-19
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• 2012

Purpose: This study purposed to examine the effect of the neonatal assessment ability and neonatal care ability of nursing students according to practice at school. Methods: The participants were 91 nursing students in the experimental group and 89 control group. The data were analyzed using descriptive statistics, fishers exact test, t-test, ANOVA. Results: The mean score of neonatal assessment ability was $39.01{\pm}2.19$ in experimental group, $30.20{\pm}6.48$ in control group. The mean score of neonatal care ability was $39.43{\pm}2.31$ in experimental group, $33.67{\pm}5.17$ in control group. Conclusion: From the studies reviewed, it can expect the positive effect to improving the infant care competence of nursing students in clinical field through pediatric nursing practice at school.

• Journal of the Korean School Mathematics Society
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• v.14 no.1
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• pp.85-100
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• 2011

A formal name of the college scholastic ability test of China is P$\check{u}$tongg$\bar{a}$od$\check{e}$ngxu$\acute{e}$xi$\grave{a}$o zh$\bar{a}$osh$\bar{e}$ng Qu$\acute{a}$ngu$\acute{o}$ t$\check{o}$ngy$\bar{i}$k$\check{a}$osh$\grave{i}$(普通高等學校初生全國統一考試), abbreviated to Gaokao(高考). Gaokao is very similar to Korea's College Scholastic Ability Test in that the two exams are measuring test-taker's knowledge and ability included in highschool curriculum and that they are the selective examinations which persons with at least a high school diploma or the equivalent apply for. Therefore, helpful implications for College Scholastic Ability Test of Korea can be drawn from the study of assessment contents and construction of mathematics in Gaokao.