• English Language & Literature Teaching
• /
• v.8 no.2
• /
• pp.177-196
• /
• 2003

The purpose of this study is to help teachers and program developers develop comprehensive and authentic assessment models with appropriate ways of using various kinds of assessment tools in college English instruction and assessment. Assessing by traditional discrete tests based on grammar and vocabulary cannot measure the authentic ability for language use in meaningful context in the real world. Currently, the trend in language assessment is changing to performance assessment. Increased use of performance assessments that involve language students in selecting and reflecting on their learning means that language teachers will have a wider range of evidence on which to judge whether students are becoming purposeful and are able to communicate as English users. Also, language programs focused on performance assessment are likely to instil in students authentic skills related to communication in the global world and enable them to evaluate what they learn from their English classes. In this study, the author investigated the theoretical background, the need of change, and several types of performance assessment.

• Journal of the Korean Data and Information Science Society
• /
• v.18 no.3
• /
• pp.721-733
• /
• 2007

The purpose of this research was to determine the effects of the functional lateralization of the brain variables related to the sex, the scientific attitude and the scientific exploration skills. The science instruction is divided in each type of the lecturing class with the experiment class. As for the degree of SMR brainwave activation in each stage are presented while accumulating the brain waves from the right, left and the whole brain waves are analyzed during the science learning activities. It is therefore reasonable to consider the science instruction types and brain lateralization to enhance the science learning effectiveness. Sensorimotor rhythm brainwave as the low Beta is represented well to show the thought process. Category quantification scores and objective scores are calculated to show the visual positioning map for the relationships of the categories by homogeneity analysis.

• The Mathematical Education
• /
• v.49 no.2
• /
• pp.199-221
• /
• 2010

The purpose of the study were to investigate how secondary pre-service teachers conceptualize arithmetic mean and how their conceptualization was formed for solving the problems involving arithmetic mean. As a result, pre-service teachers' conceptualization of arithmetic mean was categorized into conceptualization by "mathematical knowledge(mathematical procedural knowledge, mathematical conceptual knowledge)", "analog knowledge(fair-share, center-of-balance)", and "statistical knowledge". Most pre-service teachers conceptualized the arithmetic mean using mathematical procedural knowledge which involves the rules, algorithm, and procedures of calculating the mean. There were a few pre-service teachers who used analog or statistical knowledge to conceptualize the arithmetic mean, respectively. Finally, we identified the relationship between problem types and conceptualization of arithmetic mean.

• Research in Mathematical Education
• /
• v.23 no.2
• /
• pp.63-92
• /
• 2020

Student engagement in high-level, cognitively demanding instruction is pivotal for student learning. However, many teachers are unable to maintain such instruction, especially in instances of non-responsive students. This case study of three middle school teachers explores prompts that aim to move classroom discussions past student silence. Prompt sequences were categorized into Progressing, Focusing, and Redirecting Actions, and then analyzed for maintenance of high levels of cognitive demand. Results indicate that specific prompt types are prone to either raise or diminish the cognitive demand of a discussion. While Focusing Actions afforded students opportunities to process information on a more meaningful level, Progressing Actions typically lowered cognitive demand in an effort to get through mathematics content or a specific method or procedure. Prompts that raise cognitive demand typically start out as procedural or concrete and progress to include students' thoughts or ideas about mathematical concepts. This study aims to discuss five specific implications on how teachers can use prompting techniques to effectively maintain cognitively challenging discourse through moments of student silence.

• Educational Technology International
• /
• v.12 no.2
• /
• pp.71-94
• /
• 2011

How can an automated essay scoring (AES) program, which provides feedback for essays, be a formative tool for improving ESL writing? In spite of the increasing demands for English writing proficiency, English writing instruction has not been effective for teaching and learning because of a lack of timely and accurate feedback. In this context, AES as a possible solution has been gaining the attention of educators and scholars in ESL/EFL writing education because it can provide consistent and prompt feedback for student writers. This experimental study examined the impact of different types of feedback for a college ESL writing program using the Criterion AES system. The results reveal the positive impact of AES in a college-level ESL course and differences between the teacher's feedback and the AES feedback. The findings suggest that AES can be effectively integrated into ESL writing instruction as a formative assessment tool.

• Journal of The Korean Association For Science Education
• /
• v.28 no.3
• /
• pp.227-240
• /
• 2008

Cognitive conflict is well recognized as an important factor in conceptual change and is widely used in developing constructivism-based curricula. However, cognitive conflicts can also contribute to student anxiety during learning, which, when not properly addressed, can have negative impacts on students' motivation and achievement. Therefore, instructors need to be aware of the impacts of introducing cognitive conflicts in their instruction. We need a practical instrument that can help identify the existence and features of cognitive conflicts introduced by the instruction and the resulting anxiety. Based on the literature on studies of cognitive conflicts and student anxiety, we developed a quantitative instrument, the In-class Conflict and Anxiety Recognition Evaluation (iCARE), and used it to monitor the status of students' cognitive conflicts and anxiety in Physics by Inquiry (PBI) classes. In this paper, we introduce this instrument and present the types of information that can be obtained. Research and pedagogical values of this instrument are also discussed.

• Journal of Korean Library and Information Science Society
• /
• v.42 no.4
• /
• pp.31-50
• /
• 2011

In education, evaluation is an important element because instructor can judge the growth and development of students, it has been to bring about quality improvement in education. Performance assessment has emerged to overcome traditional evaluation such as paper test, multiple choice test. Performance assessment is an approach to measuring a student's status based on the way the student completes a specified task. Information literacy instruction is aimed at cultivating information literacy. Performance assessment suitable for measurement to status of Information literacy. In order to performance assessment, task should have the first. However, instructor is difficult to develop a good performance task to meet the assessment needs. Therefore, this research aims at suggesting the developmental tool of performance task applicable to Information literacy instruction. The proposed tool is a template type, consists of 4 steps, educational goals and learning objectives, knowledge and capabilities, task types, measurement and scoring criteria.

• Journal of Korean Library and Information Science Society
• /
• v.38 no.4
• /
• pp.67-85
• /
• 2007

The types of information literacy in school library is classified into usage instruction of school library, reading education, instructional development o4 courseware with school library and integrated instruction of collaboration with school librarian and teacher. A measure of scholastic achievement on information literacy varies in each school. The cause is rely on the absence of librarians who teach information literacy and lack of understanding on the role of school library in information literacy. Nevertheless, we know that the program based on subject teacher is successful in terms of the effectiveness of the program. It demonstrate that if information literacy will be considered as important course in the curriculum for school librarian, the effectiveness of information literacy can be enhanced dramatically. For the purpose some strategies are required. In this paper, propose three strategies, which are integration of information literacy into curriculum of schools, analysis of the curriculums and a practical method for training school librarian.

• Journal of The Korean Association For Science Education
• /
• v.25 no.5
• /
• pp.547-554
• /
• 2005

A developed Web-aided laboratory program visualized invisible gas. In the Web-aided laboratory temperature and pressure were controlled and the resultant findings were presented as types of graphs, disclosed in the form of an analyzed report. A Web-aided laboratory experiment and traditional experiment group(2 classes) were assembled from a farming village co-educational high school and taught the motion of molecule lesson for 2 class hours. Before actual class instruction, to survey learner motivation characteristics, the short-version GALT, the test of attitudes toward science instruction, was administered. After instruction, student learning achievement, TOSRA, and IMMS, were administered to the two groups. To analyze data ANCOVA was administrated. Result found that attitudes towards science instruction did not significantly differ, but learning motivation and achievement were significantly altered.

• Education of Primary School Mathematics
• /
• v.14 no.2
• /
• pp.147-164
• /
• 2011

The national mathematics curriculum revised in 2007 emphasized students' mathematical communication and the curriculum is currently applied to all grades. In order to promote students' mathematical communication, the teacher needs to understand full implications and apply them to instruction. This study examined how teachers employed mathematical communication in their instruction and how they perceived it. The results showed that teachers had lack of understanding of student-centered instruction and mathematical communication. They also did not use various representation activities and discussion-based activities as expected. The number of students per classroom was reported by teachers as a main barrier to promote mathematical communication, but it did not make substantial differences in practice. Building on the results, this paper included implications for improving teachers' conception of mathematical communication.