• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.1-14
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• 2016

The purpose of this study is to develop SPA system using diagnostic and formative assessment in earth science classes in order to discuss its effect on learning achievement and self-directed learning attitude. For this purpose, we developed total management system, app for teachers, and app for students. This research was practiced to 76 students in 5th grade. The results are as follows. Firstly, the group taking a class used by app for diagnostic and formative assessment had an effect of improving learning achievement. However, as for learning achievement long term endurance test, the group taking a class using app for diagnostic and formative assessment had no effect. Secondly, the group taking a class using apps for diagnostic and formative assessment had an effect of improving learners' self-directed learning attitude. As for self-directed long-term endurance test, the group taking a class using app for diagnostic and formative assessment had an effect. In conclusion, I hope that this SPA system might apply to the science classes as it is a system that will satisfy the needs of both teachers and students, giving much needed feedback to students.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.619-628
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• 2015

The purpose of this study is to find out the effects of the diagnostic and formative assessment on elementary science classes. For this purpose, we developed the diagnostic and formative assessment test and provided them to students before giving them the equivalent and learning achievement tests. The results are described as follows: First, for the science class that took the diagnostic assessment; the test provided help in improving the students' learning achievement. Second, for the science class that took the formative assessment; the test did not provide help in improving the students' learning achievement and in improving their openness to learning opportunity only to self-directed learning attitudes. Third, for the science class that were given both the diagnostic and formative assessment test; the tests provided help in improving the students' learning achievement. It also helped in improving their openness to learning opportunity, initiative for learning, and passion for learning except in problem-solving skills on self-directed learning attitude. Therefore, I recommend the utilization of the diagnostic and formative assessment tests be provided to students in order to improve learning achievement and self-directed learning attitudes in science classes.

• Journal of the Korea Computer Industry Society
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• v.8 no.3
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• pp.147-154
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• 2007

Many studies have reported that each evaluation had a stronger effect on the development of a student's teaming ability. Nevertheless, in reality schools rely on the results of summative evaluation after the lesson only for the purpose of learning evaluation. Such a method of evaluation is a result-oriented learning evaluation, with no consideration of developing process of loaming ability of each student. Existing learning evaluation has been considered difficult to process learning performance ability in a clearer manner, as it examines teaming performance ability by diagnostic evaluation and learning ability improvement by formative evaluation, separately. Therefore, this paper proposes a learning evaluation method incorporating diagnostic and formative evaluation, using a Fuzzy inference, for a more objective assessment of performance ability. The proposed method assessed teaming ability based on different weight values, in order to reflect the level of diagnostic and formative evaluation.

• Korean Medical Education Review
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• v.15 no.3
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• pp.112-119
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• 2013

Most medical colleges in Korea have been shifting from traditional education to outcome-based education, which is the general trend in medical education. The purpose of this study was to make some suggestions in light of the reality and challenges of student assessment in medical education from the perspective of outcome- based education. First, those who are responsible for student assessment should be diversified to include faculty, residents, students, and evaluation committee members. They need separate roles in educational evaluation, so evaluation competencies are required for them. Second, various methods for evaluation and score interpretation can be used for effective evaluation. We can adopt diagnostic, formative, and summative evaluation functionally, and the norm-referenced, criterion-referenced, growth-referenced, and ability-referenced evaluation based on criteria for score interpretation. Finally, various evaluation domains and test forms can be administered together in the common lectures in the medical school. We can test not only knowledge but also skills and attitudes, with diverse test forms such as supply and performance types.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.273-283
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• 2014

The purpose of this study was to examine the potential of the use of the Classroom Response System (CRS), a kind of new ICT medium, in a quiz problem-solving oriented high school life science class. To find the usefulness of CRS as a teaching and learning strategy, the CRS group (n=34) sent prompt individual answers to the teachers' questions using the CRS terminal (Clicker), and the teacher then asked additional reasons of the individuals and gave personalized feedback. In the control group (n=35), the CRS was not used while the teacher asked overall questions and gave feedback in an undifferentiated way. As a result, the CRS increased students' interest and concentration during class, but there were no significant differences in study achievement between the two groups. However, there were significant differences between the medium-level groups when the two groups were divided into smaller ones based on their pre-scores. We suggest that, for effective use of the CRS for diagnostic and formative assessment, teachers should develop a teaching and learning strategy that can produce appropriate questions of various levels in advance, investigate the exact reasons for students' answers, and give customized feedback by individual as much as possible.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.101-111
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• 2000

The present study was carried out to investigate the actual condition of the evaluation of science learning in the secondary school, and to develop the basic data for the improvement of the science learning assessment. Various questions for three evaluative domains were asked to 51 science teachers with the questionnaire during the in-service training course for certificate on summer in 1998. The cognition of the table of specification appeared high as 98% responses to the questionnaire, but the teachers' ability to distinguish behavioral elements was low as 47% responses. The evaluative rate of three domains for knowledge, skill and attitude appeared as 45%, 35% and 20% evaluation in both diagnostic and formative evaluation and 40%, 40% and 20% evaluation in summative evaluation. The evaluation of process skill appeared a tendency depending on laboratory reports as 61%, and was higher rather than in the formative evaluation or summative evaluation. In the evaluation of attitude domain, about a half of teachers answered that they evaluated the domain with laboratory reports as 43%, and some teachers evaluated the domain with teacher's observation as 33%. Also there were a few teachers who did not evaluate the attitude domain as 8%. The rate for the elements of the process skill appeared 86% responses in the interpretation of data, 31% in the observative ability, 18% in the predictive ability, 14% in the classified ability, 12% in the measuring and data-investigating ability, 4% in the discussion ability, and 2% in the investigating ability. We could find out that many teachers had given higher rate in the evaluation of process skill and attitude rather than before the present study, therefore there was more improvement in the evaluation for process skill and attitude domain after the 6th curriculum.

• The Journal of the Korea Contents Association
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• v.8 no.5
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• pp.276-286
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• 2008

In this paper, we introduce an adaptive e-Learning system for engineering mathematics which is based on computer algebra system (Mathematica) and on-line authoring environment. The system provides an assessment tool for individual diagnosis using Bayesian inference network. Using this system, an instructor can easily develop mathematical web contents via web interface. Examples of such content development are illustrated in the area of linear algebra, differential equation and discrete mathematics. The diagnostic module traces a student's knowledge level based on statistical inference using the conditional probability and Bayesian updating algorithm via Netica. As part of formative evaluation, we brought this system into real university settings and analyzed students' feedback using survey.