• 대한수학교육학회지:학교수학
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• 제3권1호
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• pp.75-99
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• 2001

The purpose of this study is to develop concept map as a tool of performance assessment in mathematics and to conduct feasibility test of the task. I developed and applied a concept map, an assessment tool, in the form of a mathematics performance task for 1st and 2nd year middle school students. I also conducted feasibility test of the task, and at the same time sought ways to guarantee reliability of the assessment procedure. Results of the task assessment can be summarized into the following four points. First, the concept map task was found to be appropriate for an assessment of mathematics in middle school. Second, results of all 10 factors on verification of validity of the content of the task were positive with over 50%. Third reliability of teachers who conducted marking of the four concept map tasks was high, all recording over .871 in correlation number.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권1호
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• pp.67-75
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• 2001

Since performance assessment was introduced in Korea in the middle of 1990, many problems which include its definition, characters, methods and scorings etc., raised in mathematics education worlds. Therefore this paper presents the theoretical background of performance assessment in mathematics education. Contemporary teaching and loaming theories reject stimulus-response theory which emphasizes outcome. Performance assessment emphasizes the assessment which reveal learning process and various strategies. And it bases on constructivism and socio-cultural perspective. This paper presents paradigms which guide the roles and purposes of assessment. The paradigms include conventional paradigm, constructivist paradigm and critical paradigm. There is a close correlation between constructivist paradigm and performance assessment. Assessment has to grasp the development of present and the possibility of development of future of the students. Performance assessment must be fixed the new paradigm of education for this purpose.

• 대한수학교육학회지:학교수학
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• 제4권3호
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• pp.513-537
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• 2002

The aim of this study is to investigate the purpose of the performance assess-ment, to develop and to apply it's task. By reviewing previous study, I conclude that the performance assessment is sug-gested to evaluate mathematical thinking and attitude in the purpose of school mathematics. To develop the task to fit the purpose of the performance assessment, I refer to the middle and high level in Van den Heuvel's classification the task "Find the number in the star" and about the assess-ment of school mathematics. Then I apply the performance assessment task developed according to this level, analyse the responses of children to "Let's make the problem" and suggest it's assessment rubric and anchor papers for each level for illustrating the process of developing a rubric. Finally, considerations to improve the performance assessment are discussed.

• 대한수학교육학회지:학교수학
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• 제4권2호
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• pp.193-204
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• 2002

Performance assessment has been introduced to school education as an alternative measure of the former educational assessment which put much emphasis on the result rather than the process of learning, memorization than pursuit of knowledge, and passive than active study. As for the subject of mathematics, the change of the assessment came to replace multiple choice tests with descriptive- and statement-type tests. This means animprovement on the testing system, focusing on the process of finding out the answer. The main focus, however, is still on the intellectual domain without paying due attention to the emotional domain of mathematics education. The previous studies on the assessment of emotional domain In mathematics have shown that there are stumbling blocks in the application of the assessment, such as the disputes on the reliability, objectivity, and fairness as well as the complicated procedure of applying the results to school records. The lack of the development and supply of the appropriate assessment tools have also been pointed out. Therefore, this study has been carried out with the intention of establishing an applicable standard of assessment on the emotional domain of high school matematics. As a result, detailed standards of performance assessment, which adopt oral examination, discussion, observation, and report have been developed. The problems which are likely to emerge In the course of the application of the newly developed assessment are under study as a continuing research project.

• 대한수학교육학회지:학교수학
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• 제2권1호
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• pp.203-241
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• 2000

This study aims to suggest a model of task development for mathematics performance assessment and to develop performance tasks for the fifth graders in the primary school on the basis of this model. In order to achieve these aims, the following inquiry questions were set up: (1) to develop open-ended tasks and projects for the fifth graders, (2) to develop checklists for measuring the abilities of mathematical reasoning, problem solving, connection, communication of the fifth graders more deeply when performance assessment tasks are implemented and (3) to examine the appropriateness of performance tasks and checklists and to modify them when is needed through applying these tasks to pupils. The consequences of applying some tasks and analysing some work samples of pupils are as follows. Firstly, pupils need more diverse thinking ability. Secondly, pupils want in the ability of analysing the meaning of mathematical concepts in relation to real world. Thirdly, pupils can calculate precisely but they want in the ability of explaining their ideas and strategies. Fourthly, pupils can find patterns in sequences of numbers or figures but they have difficulty in generalizing these patterns, predicting and demonstrating. Fifthly, pupils are familiar with procedural knowledge more than conceptual knowledge. From these analyses, it is concluded that performance tasks and checklists developed in this study are improved assessment tools for measuring mathematical abilities of pupils, and that we should improve mathematics instruction for pupils to understand mathematical concepts deeply, solve problems, reason mathematically, connect mathematics to real world and other disciplines, and communicate about mathematics.

• 대한수학교육학회지:학교수학
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• 제2권2호
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• pp.509-543
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• 2000

The purpose of this paper is to study the present situation of the performance assessment having been introduced for recent years as a new system to measure students' mathematical power as well as their achievement in mathematics by analyzing math teachers' recognition about the assessment. The specific research questions are as follows: (1) what is the difficulty in the administrative process of the assessment\ulcorner (2) what is mathematics teachers' recognition about the assessment with respect to its nature and purpose\ulcorner (3) what is the situation of the in-service program for the newly introduced assessment\ulcorner (4) what is the administrative procedure of the assessement\ulcorner (5) what is mathematics teachers' recognition about the effectiveness of the assessemtn\ulcorner (6) What support is requried to improve the assessemt?

• 한국초등수학교육학회지
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• 제12권1호
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• pp.47-58
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• 2008

제7차 (수학과) 교육과정의 가장 큰 변화는 교사 중심 교육에서 학습자 중심 교육으로의 전환이라고 본다. 이에, 새로운 패러다임이 도입되면서 평가에서도 기존의 표준화 검사에서 수행평가를 강조하게 되었다. 하지만, 일부 연구자 및 교육 정책가들은 현재 지금 이 시점에서 수행평가가 실행되고 있지 않기 때문에 표준화 검사로 회귀하자는 주장을 한다. 본 글은 이런 주장에 대한 반박을 하기 위해서 작성 되었다. 수행 평가란 학습자 중심 수업이 진행되었을 때 가능한 평가 방법이다. 따라서, 본고는 학습자 중심 수업을 실시하는 중에 실시되는 평가로서의 수행평가에 대해서 논의하였다.

• 대한수학교육학회지:학교수학
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• 제1권1호
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• pp.217-234
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• 1999

The first part of this paper examines the assumptions underlying traditional types of standardized testing compared with assumptions underlying innovative types of performance assessment. The second part focuses on directions for the future. The third part gives examples from closed related projects which were designed to find practical ways to implement recommendations.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제4권2호
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• pp.151-163
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• 2000

This research is the object to investigate these thing; how do teachers undertaking at the spot classrooms to recognize performance assessment and how do they decide to question and how go the present practiced state and what is the problem points in the present performance assessment. Additonal things of problem point like a research object are following; Lets look over recognition, actual situations and various problems for mathematics performance assessment of elementary school teachers. Concerning question papers, the problem largely lie in 4 regions, that is to say the recognition of performance assessment, the current state of affairs in practice, deciding questions and problems of putting theory into practices, of the 480 teachers-the object of our studies-about 380 returned our questionaire. However, as there were too many in the age range 30 to 40 are excluded 80, choosing 300 to us as data in our analysis.

• 한국수학교육학회지시리즈A:수학교육
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• 제43권2호
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• pp.163-175
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• 2004

We believe new assessment strategies and practices need to be developed that will enable teachers and others to assess students' performance in a manner that reflect the 7th Korean curriculum reform vision for school mathematics. This research was conducted to develop the assessment tasks based on the current literatures such as National Council of Teachers of Mathematics (1999) and Korea Institute of Curriculum & Evaluation(KICE, 2002, 2003) in quadratic functions of the secondary school and to find the effect of these tasks by classifying students' responses. The research instrument were composed of three criteria, the previous knowledge, the application of quadratic functions, and the general properties in functions. The research data were collected from 32 high school students in a suburb of Seoul and sorted by their similarities and differences in mathematical understanding. Through the research, we could know more than ever before about how the students learned mathematics and about how to improve teachers' mathematical instruction.