• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.533-551
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• 2013

The purpose of this study is to investigate how middle school mathematics teachers understand the definition and the purpose of constructed-response assessments as well as what they expect from the assessments. By examining the responses of 189 middle school mathematics teachers to the survey, we found that there is discrepancy between their perceptions and reality of the constructed-response assessments in practice. In other words, teachers' practice is not well aligned with their perceptions and expectations due to the restraint of school system and environment. The findings give us some meaningful implication for the improvement of effective constructed-response assessments and professional development.

• Communications of Mathematical Education
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• v.26 no.3
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• pp.273-299
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• 2012

The purpose of this study is to investigate how constructed-response assessments are currently defined and used to find an alternative way of developing well-defined constructed-response questions and an assessment system. Based on our review of the literature, we analyze constructed-response assessments developed and used in Gyeonggi-do, South Korea and Ohio, U.S.A. in terms of their definitions, types of questions, information and guidelines given by the government agencies in each place, and scoring rubrics and their use. The results provide meaningful implications for the development of constructed-response assessments in the future.

• The Mathematical Education
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• v.53 no.1
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• pp.131-146
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• 2014

This study examines whether there is discrepancy between elementary and middle school mathematics teachers' beliefs and practices in constructed-response assessment and how their beliefs and practices are interrelated. Analyzing the responses of 212 elementary teachers and 189 middle school mathematics teachers to the questionnaire, we found that there is lack of consistency among elementary and middle school teachers' beliefs, practices, and expected benefits regarding constructed-response assessment. In addition, there was a weak correlation between each group of teachers' beliefs and expected benefits about constructed-response assessment. The results from this study imply that such inconsistency in elementary and middle school teachers' beliefs and practices regarding assessments may determine the effects of constructed-response assessment.

• The Mathematical Education
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• v.63 no.1
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• pp.1-18
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• 2024

This study aims to analyze low-performing high school students' difficulties in constructed response (CR) mathematics assessments and explore ways to use writing activities to support student learning. The participants took CR assessments, engaged in guided writing activities across 15 lessons, and provided responses to our interviews. The study identified 20 types of student difficulties, which were sorted into two main categories: "mathematical difficulties" and "CR difficulties." The difficult nature of mathematics as a school subject included a lack of understanding of mathematical concepts, students' difficulty with mathematical symbols and notations, and struggles with word problems. Challenges specific to CR assessments included students' difficulties arising from the testing conditions unlike those of multiple-choice items, and included issues related to constructing appropriate responses and psychological barriers. To address these challenges in CR assessments, the study conducted guided writing activities as an intervention, through which six themes were identified: (1) internalization of mathematical concepts, (2) mathematical thinking through relational understanding, (3) diverse problem-solving methods, (4) use of mathematical symbols, (5) reflective thinking, and (6) strategies to overcome psychological barriers.

• The Journal of Korean Association of Computer Education
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• v.10 no.2
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• pp.89-100
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• 2007

Scoring the constructed responses in large-scale assessments needs great efforts and time to reduce the various types of error in Paper-based training and scoring. For the purpose of eliminating the complexities and problems in Paper and pencil based training and scoring, many of countries including U.S.A and England already have applied online scoring system. There, however, has been few studies to develop the scoring system for the constructed responses items in Korea. The purpose of this study is to develop the basic design of the Internet-based scoring system for the constructed responses. This study suggested the algorithms for assigning scorers to constructed responses, employing methods for monitoring reliability, etc. This system can ensure reliable, quick scoring such as monitor scorer consistency through ongoing reliability checks and assess the quality of scorer decision making through frequent various checking procedures.

• Journal of Navigation and Port Research
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• v.28 no.6
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• pp.491-496
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• 2004

The paper describes measurement techniques for an acoustic transfer characteristic of ship's bridge stimulated by a whistle sound The response sounds, according to the opening-shutting conditions of bridge doors for Training Ship ‘SAENURI’, are measured by B＆K 2260D equipment, and then the frequency responses are extracted by B＆K 7830 software. To evaluate the measured transfer characteristic, the 128th order FIR (Finite Impulse Response) filters, containing the different frequency characteristics, are constructed based on the frequency sampling-based design method Using evaluation indexes with six scales, psychological assessments by five subjects are carried out with test sounds which are obtained from convolving the source signal with FIR filters. As results of tests, the test sounds gives $A_S$ 3.3∼4.7 which means the psychological sense of ‘it is almost similar sound as original ones in a real world’, and thus it is clearly seen that the proposed method can be used for the measurement of an acoustic transfer characteristic of ship’s bridge.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2004.04a
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• pp.55-60
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• 2004

The paper describes measurement techniques for an acoustic transfer characteristic of ship's bridge stimulated by a whistle sound. The response sounds, according to the opening-shutting conditions of bridge doors for T／S ‘SAENURI’, are measured by B＆K 2260D equipment, and then extracted the frequency responses by B＆K 7830 software. To evaluate the measured transfer characteristic, the 128th order FIR (Finite Impulse Response) filters, containing the frequency characteristic, are constructed based on the frequency sampling-based design method. Using evaluation indexes with six scales, psychological assessments by five subjects are carried out with test sounds which are convolved source sound and FIR filters. As results of tests, the test sounds gives A／sub s／=3.3∼4.7 which means the psychological sense of 'it is almost similar sound as original ones in a real world', and thus it is cleary seen tint the proposed method can be suit for the measurement of an acoustic transfer characteristic of ship's bridg.

• Earthquakes and Structures
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• v.18 no.2
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• pp.147-162
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• 2020

This paper presents a novel precast energy dissipation shear wall (PEDSW) structure system that using mild steel dampers as dry connectors at the vertical joints to connect adjacent wall panels. Analytical studies are systematically conducted to investigate the seismic performance of the proposed PEDSW under sequence-type ground motions. During earthquake events, earthquake sequences have the potential to cause severe damage to structures and threaten life safety. To date, the damage probability of engineering structures under earthquake sequence has not been included in structural design codes. In this study, numerical simulations on single-story PEDSW are carried out to validate the feasibility and reliability of using mild steel dampers to connect the precast shear walls. The seismic responses of the PEDSW and cast-in-place shear wall (CIPSW) are comparatively studied based on nonlinear time-history analyses, and the effectiveness of the proposed high-rise PEDSW is demonstrated. Next, the foreshock-mainshock-aftershock type earthquake sequences are constructed, and the seismic response and fragility curves of the PEDSW under single mainshock and earthquake sequences are analyzed and compared. Finally, the fragility analysis of PEDSW structure under earthquake sequences is performed. The influences of scaling factor of the aftershocks (foreshocks) to the mainshocks on the fragility of the PEDSW structure under different damage states are investigated. The numerical results reveal that neglecting the effect of earthquake sequence can lead to underestimated seismic responses and fragilities, which may result in unsafe design schemes of PEDSW structures.