• Journal of the Korean Society of Earth Science Education
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• v.6 no.2
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• pp.124-135
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• 2013

The purpose of this study was to find the relationship between elementary school teachers' beliefs of inquiry and science performance assessment. To collect data for analyzing elementary school teachers' beliefs of inquiry and their practice of science performance assessment, the researcher was surveyed with elementary school teachers by open-ended questionnaires and interview. The findings of this study were as follows; First, Most of elementary school teachers beliefs of inquiry was shown as constructivist tendency. This view of inquiry involves watching and doing experiments, and the skills of thinking processes, in which learners make their own interpretations rather than merely acquiring preexisting knowledge structures. Second, for content knowledge, participants' preception about the target of science performance assessment involved assessing application of science knowledge rather than basic level of substantive knowledge. For inquiry process, participants' preception about the target of science performance assessment involved assessing the lower level of inquiry rather than the higher level of inquiry. Most of participants was measured using a paper and pencil test for the actual evaluation methods due to the ease and objectivity of the assessment, the lack of understanding how to perform the performance evaluation process and method. Especially, participants who recognize that the higher level of inquiry was used performance and informal mode of assessing.

• School Mathematics
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• v.11 no.4
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• pp.567-581
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• 2009

Many articles have reported that zero causes children's arithmetic errors. This article was designed to measure the effect of zero on children's arithmetic performances. For this, 222 of 3,4,5,6 graders in elementary school were tested with pencil and paper. The test were categorized into four parts: basic number fact, column subtraction, column multiplication, and column division. These data showed that the negative effect of zero on children's arithmetic was limited to several areas, concretely, multiplication facts with zero, column subtraction with numbers which have two successive zeros, column multiplication with numbers which have zero in a middle position, long division with zeros. But there was no evidence that students could self-control these negative effects of zero as grade went up. It implies that we should keep attention to children's arithmetic performance with zero in some special areas.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.275-290
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• 2014

This study aims to examine how secondary mathematics teachers perceive and how they use constructed-response assessment in their mathematics classrooms. For this purpose, we conducted a survey in Seoul, Inchun, and Gyeonggi-do; 189 teachers participated in the survey. Results from the data analysis suggest as follows: a) the secondary mathematics teachers participated in the survey seem to consider the primary goals of assessment through constructed-response items as evaluating student achievement and the development of students' thinking and creativity; b) the teachers perceive that constructed-response assessment would promote students' mathematical thinking and problem solving skills; c) in general, constructed-response items were included in both performance assessment(less than 20 percent) and paper-and-pencil test(20 to 40 percent); and d) constructed-response items were primarily used as a part of regular examination, rather than as an independent assessment.

• Korean Journal of Cognitive Science
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• v.21 no.2
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• pp.283-307
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• 2010

In this study, a new open-ended format math testing system for elementary school students has been proposed. This system is an application of the recently proposed Constructive Multiple-choice Testing (CMT) system on math testing. The CMT system is a testing system in which the examinee has to respond to an item twice, first in an open ended format, and then in the multiple choice format. The advantages of this system is that process information can easily be obtained and that the examinee can receive feedback immediately after the test, based on his/her multiple choice responses. This open-ended format math testing system includes the manager mode, which allows the generation of the test items and student account management, and the testing mode, which allows the students to input their solution process using the menu bar and the keyboard. When two groups, one tested using the CMT system and the other tested using the paper and pencil test, were compared, there was no significant difference in average scores between the two groups although the testing time was longer for the group tested using the CMT system. This result suggests that the open-ended format math testing system proposed in this study can be used effectively in the actual classroom setting.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.265-275
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• 2003

The purpose of this study is to investigate the differences of science achievement between female- and male students in different assessment types, expecting the reconsideration of their scientific ability. to accomplish this purpose, the school science achievement score of 1,487 female- and male students in 2000 were analyzed from the perspectives of assessment methods and gender differences, achievement level and gender differences, and gender characteristics in correlation between each assessment type and total science score. The science achievement score in this study includes mi-term and final paper-and-pencil test in two semesters and performance assessment. The results are as follows. First, in the total science achievement score, whereas female students achieved significantly better than male counterparts in the 7th grade, there was no significant difference between two genders in the 8th and 9th grades. Second, as for the close-ended items, all students, regardless of their gender and grade, showed no significant difference. As for the open-ended items, whereas female students achieved significantly better than male counterparts in the 7th grade, there was no significant difference between gender in the 8th and 9th grades. As for the performance assessment, all female students, regardless of their achievement level, achieved significant better than male counterparts, which is very noteworthy. Third, in the uppermost achievement level, there was no significant difference not only in close- and open ended items but also in performance assessment. Fourth, male students' correlation between performance assessment and total science score was relatively higher than female students'. The result of this study, that female students did significantly better than male students in performance assessment, is interesting in that performance assessment is widely accepted as more reliable and valid method in measuring students' various ability than traditional paper-and-pencil test.

• The Journal of the Korea Contents Association
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• v.18 no.4
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• pp.550-566
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• 2018

In the era of the 4th industrial revolution, enhancing achievement evaluation based on process oriented instruction is essential. It assists human growth both cognitively and mentally. The purpose of this study is to analyze current condition of high school achievement evaluation in Daejeon region for enhancing English class based on achievement Assessment. Analyzing high school achievement evaluation plans as well as analyzing items of paper and pencil test using TELL program was conducted. Reanalysis of global citizen theme-based English according to core achievement standard was performed. The questionnaire was analyzed using the SPSS Win 20.0 Program to figure out significant difference of instructional method, the rate of students' grade improvement, English class related to the state of career recognition. T-test, ANOVA was performed to determine if there was a difference between the individual instructional variables. The research result is designed to construct or develop English class based on achievement evaluation while providing each high school with the result of current state of high school achievement evaluation. Specific characteristics of individual achievement result was conducted in terms of analyzing distribution of answer sheet response in order to be used as information for managing each high school achievement evaluation.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.375-383
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• 2014

The purpose of this study is to find out how middle school students evaluate scientific information in terms of hypothetico-deductive reasoning. A total of 66 middle school students completed a paper-and-pencil test on scientific information evaluation and 14 of them were individually interviewed for triangulation. The test includes six topics related to scientific or pseudoscientific information, and questions about each topic were sequenced based on a hypothetico-deductive reasoning. The hypothetico-deductive process consists of three steps: identifying predictions made by explanations in the information, identifying data actually obtained, and determining the fit between predictions and data to judge the validity of the explanations. Data analyses have focused on students' response types at each step, whether students used hypoethetico-deductive reasoning, and students' preference to evidence types in making decisions. The middle school students in this study answered the questions in various ways based on how they used the information given or personal knowledge and beliefs. A small portion of students evaluated information based on hypothetico-deductive reasoning. These students tended to give priority to scientific data in determining the validity of the information. On the other hand, students who did not use hypoethetico-deductive reasoning tended to prefer first-hand experience in the decision. The results provide implications for science lessons and the curriculum for scientific literacy. Further research should include student evaluation of the validity of data and other types of reasoning.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.347-358
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• 2020

He purpose of this study is to design and apply a pilot assessment tools for scientifically gifted and talented elementary school students with lower grades. The assessment tool consists of three parts: homeroom teachers' recommendation, paper and pencil test and performance tests. The tools are verified whether they are suitable for unique characteristics of young children and enable to attract active participation. For suitability check, students' performance tests were inductively analyzed and 30 behavioral patterns were shown which were included and partially exceeded the level of lower elementary students' performance expectation in NGSS. As a result, we concluded that assessment tool developed in this study will be effective in discriminating young pupils' scientific talents. Then for participation check, we compared the number of coding references as an indicator of participation. Two cases were found that students with high interest participated passively in performance tests. We found these 'passive participants' had excessive scientific experiences and extremely narrow region of interest, during the process of complex interpretation between the results of this assessment tool and in-depth interviews with homeroom teachers. We found out in this study that newly developed tools can be used in school scene after modifying and elaboration through accumulation of more case studies.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.117-139
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• 2012

This study compared the cognitive conflict on peer instruction concerning the level of difficulty in question, between middle school science gifted students and non-gifted students. For the study, 35 the 7th grade science-gifted students in the organization affiliated with Science Education Institute for the Gifted in Seoul and Gyeong-gi province, and 14 the 8th grade science-gifted students, and 71 the 8th grade students. They performed peer instruction on propagation of straight light and composition of light and then, discussed three concept problems. After discussing the students took paper pencil test about changing levels of cognitive conflict. Regardless of the level of difficulty in question, the science-gifted students showed meaningful decreased figures on cognitive re-evaluation factors after peer-discussion. They trusted their peers, so during discussion, they explained their concepts. Furthermore discussion process enabled them to do reflective thinking. consequently, discord of students dropped, and total figures of cognitive conflict also declined. Science-gifted students have a tendency to worry lower than general students, though they felt anxiety as difficulty of the problems after peer-discussion. Through peer-discussion, science-gifted students presented statically decreased anxiety factors. By means of analyzed results of changing cognitive conflict of science-gifted students, developing and adapting strategies of cognitive conflict considering learner characteristics of science-gifted students is needed.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.487-497
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• 2010

The purpose of this study was to investigate how a teaching approach influences student's ability of classification at the brain level. Twenty four healthy and right-handed college students participated in this study, which investigated a brain plasticity associated with category-generation and -understanding in classification learning. The participants were divided into one of two groups, one each for category-generation and -understanding learning programs, which were composed of twelve topics taught over a twelve-week period. To measure the change in student competence and brain activations, a paper and pencil test and an fMRI scanning session were administered before and after the training programs. Unlike the understanding group, the generation group showed significant changes in classification ability quotients and learning-related brain activations (cerebral cortex and basal ganglia were increased and prefrontal cortex and parahippocampal gyrus were decreased). Nevertheless, the understanding group showed an increased activation in the cerebral cortex and parahippocampal gyrus and a decreased activation in the right prefrontal cortex and cerebellum. Therefore, it can be concluded that teaching styles could influence students' brain activation patterns and classification ability. The results might also be used to develop a brain-compatible science education curriculum.