• English Language & Literature Teaching
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• v.8 no.1
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• pp.143-165
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• 2002

The object of the present study was to examine whether it is possible to get appropriate data to examine the accountability and effectiveness of the elementary English curriculum from the present testing system at elementary schools. The present elementary education policy encourages using performance assessment relying mainly on teachers' observation of students' performanceinstead of objective tests of which the results are given in hierarchical number. To obtain objective data from the performance assessment, it is a prerequisite that teachers understand the achievement criteria set by the curriculum and be able to judge' performance objectively based on the same criteria. A questionnaire was used to examine the degree of teachers' understanding of the achievement criteria. A listening test was developed and given to 13 classes of 4th graders. The English teachers of the 13 classes were asked to judge whether each of their students had achieved the curriculum objective. The distributions of the test scores and teachers judgments were compared across the teachers to examine whether the teachers had the same achievement criteria. The survey showed that about a third of elementary school teachers reported that they did not have an understanding of the achievement criteria set by the curriculum. The comparison analysis showed that the levels of achievement criteria varied greatly among the elementary school teachers.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.163-182
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• 2013

The purpose of this study is an analysis on the 3rd graders' achievement in the elementary school. For this purpose, this study, first, analysed on the 3rd graders' achievement like the ratios of the achievement levels for whole students, sexual students, and regional students. Second, this study analysed the 3rd graders' assessment results like the total averages, averages for the contents area, sexual students, and regional students. Third, this study analysed students' special responses on the items.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.5
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• pp.3121-3130
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• 2015

The purpose of this study was to suggest application of Course Embedded Assessment (CEA) for program outcome in nursing education through literature & Office of Assessment web site reference review on concept, advantage, disadvantage, process, measure, tool and precaution. The process of CEA is program outcome, calculate weight of program outcome, embed program outcome in curriculum, development a rubric for CEA, assessment, analysis the result and achievement, feedback loop. CEA is vary useful to proof the student personal achievement and program quality improvement.

• Journal of the Korean Chemical Society
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• v.58 no.3
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• pp.303-312
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• 2014

In this study, we analyzed the characteristics of science academic achievement by multiple culture and North Korean migrant students types, percentage of correct answer and discrimination per items per groups, and contents domains using quantitative and qualitative method in the National Assessment of Educational Achievement (NAEA). As a results of analysis, the degree of science academic achievement of the students from multiple culture and North Korean is much lower than that of the general students. Also, the science academic achievement of the students from multiple culture and North Korean migrant is different from the general students. Especially, science academic achievement of the immigrated students and the North Korean migrant students was lowest. The analysis of items that the difference of the percentage of correct answer was large showed that the students from multiple culture and North Korean migrant were equally weak to it in all contents domains, but that the students from international marriage family born in country were weak in some areas. Therefore, the appropriate the teaching and learning method and the educational support is needed considering the group situation, so the educational implications are discussed.

• 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 Korean Institute for Practical Engineering Education
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• v.1 no.1
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• pp.72-78
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• 2009

The program educational objectives(PEO) are defined as the goals that students should achieve in 3~4 years after graduation. Assessment tools for evaluating program educational objectives might be different for every program. In this paper, we developed and proposed assessment tools which include not only direct assessments through the present study but also indirect assessment through question rubrics. With the proposed assessment tools, we conduct a mimic evaluation for graduates and their employers in order to evaluate the degree of achievement of each PEO.

• Journal of Fisheries and Marine Sciences Education
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• v.18 no.2
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• pp.194-207
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• 2006

The purpose of this study was to examine the current student assessment plan of subject domain and to propose ways to improve it. This study analyzed the history of our student assessment plan of subject domain and overviewed the student assessment cases of several countries. And then researchers discussed the improvement plans of student assessment of subject domain. The results of this study are as follows. First, we need to enlarge the use of detailed subject-ability record space or to assess student's subject-related ability according to subordinate perspectives of subject. Second, we need to establish the desirable evaluation-perspective and to develop absolute evaluation criteria of each subject and unit. Third, we need to diffentiate the scores of differentiated test items or equate the scores of differentiated groups.

• School Mathematics
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• v.8 no.1
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• pp.69-88
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• 2006

It is well known that the low achievement students are easily affected by the ways how the materials are organized and presented. So the studies on trying to find how those students' responses are differed according to the organization or presentation of the materials are necessary. This paper was based on the results of Korean Elementary 3 Grade Students National Diagnosis Assessment on Basic Scholastic Ability in area of mathematics. We analyzed students responses through combining the percents of correct answers with the assessment items. After that, we identified the properties of low achievement students in mathematics and presented some guides which, we thought, are helpful for improvements of mathematics textbooks and teacher guide books.

• The Mathematical Education
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• v.47 no.1
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• pp.11-25
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• 2008

The characteristics of the pseudo-conceptual or the pseudo-analytical behaviors according to the achievement level(i.e. advanced group, proficient group, basic group, and below-basic group) in grade 9 are as follows. The pseudo-conceptual or pseudo-analytical behaviors to get credit from teachers become conspicuous in lower achievement level. The high achieving students showed more pseudo-conceptual or pseudo-analytical behaviors without undergoing the process of reflection or control. The proficient group was short of control in computation, and the advanced group didn't control well in representation. The proficient group tended to depend on a past successful algorithm and behave habitually. Therefore, it is needed to teach mathematics according to the characteristic of pseudo-conceptual or pseudo-analytic behaviors shown in each achievement level.

• Proceedings of KOSOMES biannual meeting
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• 2017.11a
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• pp.56-56
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• 2017