• Education of Primary School Mathematics
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• v.9 no.2 s.18
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• pp.107-118
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• 2005

The purposes of this study were to investigate the practice of performance assessment in elementary mathematics classes especially focused on 4th grade. To achieve this, three research questions were posed as follow: First, What do they prepare for performance assessment? Second, What kinds of tests do they use in mathematics performance assessment? Third, What kinds of difficulties do they have for performance assessment and what should be changed for a successful performance assessment in mathematics? To Answer the research questions, three 4th grade classes were selected from three different elementary schools in seoul and three teachers were interviewed. From the data analysis, several conclusion were drawn. First, a plan for mathematics performance assessment was not set by the class teacher who are in charge of the class. The main reason was lack of time. Second, in most of the assessment, written tests were used and the items in the tests were skill-oriented. Third, teachers thought that performance assessment was needed in mathematics. But lack of their time, knowledge and competency, it is difficult to do performance assessment in mathematics.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.333-350
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• 1999

The purpose of this study is to define performance assessment of mathematics, to make a model of performance task of mathematics for the first grade middle school students in higher group, to examine validity and reliability of performance task and to investigate the effects on the students' achievement and attitude. It first defines performance assessment and exanmines its main features and scoring methods. Based on these, nine performance assessment tasks and scoring criteria were designed for the first grade middle school students in higher group. The validity of performance tasks were examined by experts. The loaming achievement and mathematical attitude test between two groups were performed as pre and post test. The thinking of students about performance assessment was investigated by attitude survey. The results of this study are as follows: First, the validity of the performance tasks is very high. Second, The control group. Forth, there is a difference in student's attitude about mathematics between scorer reliability was high due to the scorer training. Third, there is little difference in teaming achievement between experimental and experimental and control group in 5% meaningful levels. That is, student's of both groups attitude about mathematics comes negatives, but the width of change of negative attitude in experimental group is less than control group. In the trend of negative attitude of mathematics as grade comes higher, this results showed that performance assessment of mathematics had positive influence on attitude of mathematics. The result of survey about mathematical performance assessment experience showed that students have positive attitude to performance assessment and recognized effectiveness of the performance assessment of mathematics.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2001.12a
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• pp.307-313
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• 2001

In this paper, we consider performance assessment methods of mathematics and investigate some difficulties which teachers have been grading of performance assessment of mathematics. And also, using fuzzy theory, we define fuzzy grade sheets for performance assessment of mathematics and discuss some usefulness and simple examples of this new definition.

• Journal of the Korean Institute of Intelligent Systems
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• v.11 no.8
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• pp.742-745
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• 2001

In this paper, we consider performance assessment methods of mathematics and investigate some difficulties which teachers have been grading of performance assessment of mathematics. And also, using fuzzy theory, we define fuzzy grade sheets for performance assessment of mathematics and discuss some usefulness and simple examples of this new definition.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.163-182
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• 1998

Performance assessment is one of the authentic assessment method that are consistent with new curriculum goal, concentrated on the process rather than the results of problem solving. But the key to good assessment is matching the assessment task to intended objectives. Based on the review of literatures, the current performance assessment task was critically analysed. As a result, this study developed appropriate model and criteria of performance assessment task to elementary mathematics.

• School Mathematics
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• v.2 no.2
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• pp.357-388
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• 2000

This study aims to develop performance assessment tools for mathematics in the primary school. In order to achieve this aim, it reviews the tics in the primary school. In order to achieve this aim, it reviews the meaning and the purpose of mathematics performance assessment, and the characteristics of performance assessment tasks. Then the framework for portfolio developed in this study is introduced. This portfolio is called 'mathematical thinking and applying'. It aims at balanced assessment for improvement of mathematics instruction. It is composed of journal writhing, problem by the student, constructed task, work samples, written test, self assessment, teacher's comment and parents' comment. The criteria of performance tasks is categorized in impact, reasoning, accuracy and communication. The procedures of development of these tasks are as follows: the analysis of mathematics curriculum for the primary school, the design of performance tasks with considering teaching unit goals, designing rubrics, discussing these tasks with teachers in primary school, modifying them when is needed, observing the process of children's task performing, interviewing with teachers and final modifying. After performance assessment tasks are implemented, the answers by the students is analyzed using rubrics. Then anchor papers are selected. Also, the errors of children are analyzed. Through the process, teachers can obtain the information of children for improvement of mathematics instruction. Finally in order to generalize this study, I suggest that we need to cooperate with the field of education and to establish expert assessment groups.

• The Mathematical Education
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• v.42 no.2
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• pp.159-176
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• 2003

From the mid-1990s in Korea, performance assessment has been continuously emphasized in school mathematics and thus many researchers and teachers have been steadily studying this topic. But the concepts relevant to performance assessment and its purposes are very confusing because the mathematics educators' different views and voices are vary. As a result most mathematics teachers experience trouble in executing performance assessment properly and effectively in their math class. This unability for proper execution of performance assessment was once again revealed in this study which dealt with 15 articles on performance assessment. These 15 articles includes almost every article written on the topic of performance assessment that have been published in 4 domestic journals since December 1997. By examining this inability, it is required that its concepts and purposes should be organized with a common view and newly defined in the near future. Therefore, to successfully accomplish this, this paper outlines the basic problems on the understanding of performance assessment as follows: ㆍWhat is the relationship between performance assessment and alternative assessment\ulcorner ㆍWhat is the proper types(methods) of performance assessment\ulcorner ㆍIs the subject test a type of performance assessment\ulcorner ㆍWhat is the difference between subject test and essay test\ulcorner ㆍWhat is the relationship between performance assessment and performance tasks\ulcorner ㆍWhat is the relationship between performance tests and project method\ulcorner ㆍWhat is a project method\ulcorner ㆍIs it assessment standard or scoring standard to score a test result\ulcorner ㆍWhat is the difference between analytic scoring method and holistic scoring method?

• The Mathematical Education
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• v.59 no.4
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• pp.295-312
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• 2020

This study aimed to investigate and compare perceptions of middle and high school mathematics teachers on assessment. For the purpose, we developed and used a survey consisting of two parts(importance/performance on assessment and general opinion on process-based assessment). We gathered data from 188 middle school and 125 high school mathematics teachers in Incheon area. An Importance-Performance Analysis(IPA) method was used for data analysis. As results, middle school mathematics teachers showed higher perception on both importance and performance in almost all area on assessment than high school teachers. In addition, research results based on teaching experience indicated that mathematics teachers having more teaching experience seemed to perceive high importance-high performance and low importance-low performance tasks more than mathematics teachers having less experience. In particular, middle school teachers recognized many low importance-high performance tasks according to their teaching experience. The IPA gave us different results depending on the school size. The larger the school, the more diverse opinions appeared tasks in low importance-high performance. From the general opinion on process-based assessment, the middle school mathematics teachers also seemed to have more positive perspectives and to be more active in assessment than high school mathematics teachers. Finally, we discuss implications for future policy formulation and implementation on process-based assessment.

• Journal of the Korean School Mathematics Society
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• v.4 no.2
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• pp.61-74
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• 2001

The purposes of this study are to develop the mathematical performance assessment tasks and to apply them to the middle school students. And I also intend to know the students' inclination and learning attitude to mathematics. In order to satisfy this study, I developed the performance assessment tasks and the standard program of marking about the mathematical function and statistics for the first grade students at middle school. After examining the students' basic investigation, their inclination and learning attitude to mathematics, I applied these developed tasks to them After that I put both classes and performance assessment into operation in all 15 periods. I set up two classes of the first grade students (49 students) at J middle school in Kongju, Chungcheongnam-do as a model group. The results of this study are as follows: First, owing to the developed performance assessment tasks of function and statistics, the teachers can operate the assessment system as a process of teaching and learning. Second, because of the application of mathematical performance assessment tasks, we can change the students' inclination and learning attitude to mathematics affirmatively. And by using these tasks, we can help the students to think mathematically. In this way, the students will be able to realize the real value of mathematics and have a growing interest in mathematics through all these meaningful processes. Judging from this study, we can elevate the students' abilities of problem solving and reasoning and improve teaching-learning method by applying the performance assessment tasks to them. Thanks to these tasks, the students will be changed affirmatively in their inclination and learning attitude to mathematics. I think that these tasks are very good assessment method which can call forth curiosity and interest. Besides, they can also help the students realize the real value of mathematics.

• School Mathematics
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• v.3 no.2
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• pp.325-354
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• 2001

The study aims to develop balanced performance assessment tasks for primary school mathematics which can be implemented in the primary school easily. In order to these purposes, I suggest the types of performance assessment tasks and the framework of assessment standards for the balanced performance assessment with describing the procedures of developing tasks and rubrics. The types of task are journal writing, problem posing, constructed task, and descriptive task. In the framework of assessment standards, I suggest holistic scoring which are classified as four levels according to the degree of excellence which students perform totally concerning about the criterion of implication, reasoning, accuracy, and communication. Also I analyse the responses of children to the task “make a beautiful pattern” and suggest its assessment rubric and anchor papers for each level for illustrating the process of developing a rubric in holistic scoring. In order to reflect the viewpoints of children and their Parents concerning about the tasks, the responses in self assessment and parent assessment are analysed. Finally, methods of implementing the assessment tasks and considerations are discussed.