• Proceedings of the Korea Society of Elementary Mathematics Education
• /
• 2010.08a
• /
• pp.157-172
• /
• 2010

본 연구는 현행 초등학교에서 이루어지고 있는 서술형 평가의 유형과 문제점을 분석해 보고 2007개정 교육과정에 따른 수학과 서술형 예시 평가 문항을 개발해 보는데 목표가 있다. 학교에서 시행되고 있는 평가 자료의 분석은 수학교과서, 국가수준 학업성취도 평가지, 서울시 교육청 보급 2010 장학자료집, 서울시내 학교에서 시행되고 있는 평가 문항을 분석해 보았다. 그리고 예시 서술형 평가 문항개발은 2007개정 교육과정에 따른 수학과 4학년을 대상으로 하였다. 평가 문항 분석의 결과는 문항 유형이 단순하고 교과서와 장학자료집의 수준을 벗어나지 못하고 있으며 창의성 영역의 평가는 거의 이루어지고 있지 않았다. 서술형 예시평가 문항의 개발은 수학과의 내용영역과 인지적 영역뿐 아니라 교육계의 화두가 되고 있는 창의성 영역까지 평가내용으로 포함시키고자 노력하였으며 영역별 1-2 문항을 개발하였다.

• Journal of Korean Home Economics Education Association
• /
• v.23 no.3
• /
• pp.1-18
• /
• 2011

The purpose of this study was to develop the evaluation questions to enhance the higher-thinking skills such as decision-making, creative thinking, critical thinking, problem-solving skills and metacognition in the housing area of middle school home economics. Two steps, selection of contents, development of questions and check the validity were adapted to develop the questions. The total of 28 evaluation elements were selected from the validity of contents and questions related to housing in the 9 textbooks based on the 2007 revised curriculum and in the three on-line question banks operated by public institutions. Four guidelines such as using multi-classified table, various materials, question types, and question structures were applied to develop the evaluation questions. The 80 evaluation questions with 175 associated sub questions related to housing were reviewed two times by two professionals to finalize. The five home economics teachers with various teaching experience have evaluated the validity of each 80 questions. The 57(71.3%) questions got 5 point with average of 4,9 out of 5 point-Likert validity scale. The result of high validity of the evaluation questions developed in this study examined by 5 teachers need to apply to students' test in the class.

• Journal of the Korean School Mathematics Society
• /
• v.14 no.2
• /
• pp.163-178
• /
• 2011

The mathematics curriculum revised in 2007 includes 'problem fabrication'. So it is necessary to analyse the texts how much they include problem fabrication. In mathematics, problem fabrication and problem solving interact and stimulate each other. Also the main purpose of problem fabrication is to improve the students' problem solving. There are 16 different texts of grade 7 algebra which contain problems concerning 'problem fabrication'. We count the number of such problems in each sections. Also we divide problem fabrication into five types. Then we count the number of problems in each type and its frequencies in a section.

• Journal of Science Education
• /
• v.44 no.1
• /
• pp.15-37
• /
• 2020

Unlike Korean science curriculum's continued push for "relevance of contents" to reduce the burden of learning on students, IB DP (International Baccalaureate Diploma Programme) is chosen in many countries and the number of IB world schools continues to grow, although it contains not only a large amount of learning but a substantial amount of content that requires quantitative calculations. Through this study, we suggest implications for Korean science curriculum and textbook, by comparing the constructions of chapters, the achievement standards, the learning contents, and the formulas of physics textbook, focusing on the 'relativity' unit of the 2015 revised national curriculum and IB DP, and by analyzing the questions of college scholastic ability test (CSAT) and external assessment (EA).

• The Journal of Korean Association of Computer Education
• /
• v.11 no.3
• /
• pp.13-20
• /
• 2008

The Ministry of Education, Science and Technology has been developing the digital textbooks from 2007. But the evaluation criteria on the digital textbooks is not prepared, so it is difficult to develop excellent digital textbooks and to select superior ones. In this study, we researched into the concept, attributes and functions of the digital textbook in order to select the evaluation indicators, based on the literature reviews of digital textbooks, core evaluation measures and criteria were identified. And three methods were employed: a Delphi study, expert forums, and simulation tests. The results of these studies led the development of an evaluation criteria which consisted of four evaluation areas and 74 questions. The four evaluation areas consisted of content area, instrument design area, platform area and user area.

• Journal of the International Relations & Interdisciplinary Education
• /
• v.1 no.2
• /
• pp.48-67
• /
• 2021

This study investigated the perception of special teachers regarding the establishment of an evaluation system in the textbook use stage to manage the quality of textbooks developed as government-run books, and proposed a plan to establish a textbook evaluation system based on the results. For research, the quality management system was examined as a development stage and a use stage. And then, the necessity of a use stage evaluation system was raised as a quality management system for the use stage. Next, in order to find a way to establish an evaluation system in the use stage, the survey responses of 159 special teachers nationwide were analyzed. As a result of the analysis, the average satisfaction with textbooks of special teachers using basic curriculum textbooks was 3.3 points, and the perception that textbook evaluation at the stage of use was 4.02 was higher than the satisfaction. In the method of establishing a use-stage evaluation system, teachers (98.7%), independent platform construction (62.2%), regular evaluation (49.4%), and questions (50.6%) mixed with scale questions and open questions were preferred. In addition, the evaluation results were "disclosed only to those certified as users (55.1%), and the timing of reflecting the evaluation results was "when developing the next textbook" (41.0%). Based on the research results, it was suggested to establish an independent evaluation platform to establish a system for evaluating the use of basic curriculum textbooks, but to identify "textbook usability" so that all textbook users can evaluate it without burden and to review the revision of evaluation results through the Quality Management Committee organization. In addition, it was proposed to operate an integrated development-use-evaluation platform by allowing the evaluation platform to be equipped with textbooks already developed and various contents produced by teachers who are users.

• Journal of The Korean Association For Science Education
• /
• v.20 no.3
• /
• pp.411-420
• /
• 2000

The purpose of this study was to investigate how many students understood the analogies for physics concepts used in middle school science textbooks, and which types of analogies they understood better than others. We classified the analogies into the following 4 types: verbal and simple analogy, verbal and enriched analogy, pictorial and simple analogy, and pictorial and enriched analogy. For the study, 46 students were sampled from a middle school in Ulsan city in Korea, and a tool for testing their understanding of analogies were developed. The tool is composed of 8 items, and its face validity about contents and difficulty was verified by 5 experts. It was found that in average only about 50% of the students understood the analogies in the middle school science textbooks averagely, and that the students understood pictorial and simple analogies better than the other types of analogies.

• Journal of Science Education
• /
• v.32 no.1
• /
• pp.33-46
• /
• 2008

The purpose of this study was to know whether or not any wrongful description or simple errors were in photosynthesis unit of Biology II textbook under 7th national curriculum and if so, to know whether or not high school teachers recognized and corrected properly the mistakes. The mistakes in photosynthesis unit of text books were determined by the comparison with several reference books and through examination by three plant physiologists in 8 different Biology II textbooks. After the mistakes were analysed, the survey using contents of textbook containing the mistakes was conducted on high school teachers teaching Biology II. As a result, 48 mistakes were determined in 13 subjects. As many as four mistakes were found even in one subject in a certain textbook and a same mistake was found repeatedly in several textbooks. The survey result showed that the teachers who pointed exactly the mistakes out corrected properly, however, the percentage of these ones out of 35 teachers replied to survey was less than 50%. The ratios of correction out of total number of responses were high in question #6 (43%), #4-3 (40%), and #1-2 (32%) which were containing a simple mistake in graph, a wrong word and a wrong picture, respectively. But, no one pointed out and made correction in question #5-1 and #5-2 which were containing Z scheme of light reaction without the legend of vertical axis that should be explained as electron energy or standard reduction potential. The result indicates the possibility that the mistakes in photosynthesis unit of Biology II textbook can be corrected and teached properly by teachers may be low. In order to reduce the possibility that students may have misconceptions about photosynthesis, the list of print's errors should be provided to the teachers and/or the training program and/or workshop for in-service high school biology teachers was recommended.

• Journal of Korean Home Economics Education Association
• /
• v.19 no.3
• /
• pp.149-168
• /
• 2007

The purpose of this study was to analyze the home economics education items in the teacher recruitment examination for secondary school. To achieve the purpose, all the home economics education items, which were carried out for seven times from the school year 2001 to the most recent year 2007, were compared and analyzed. The form of items was analyzed by frequency and rate. Behavioral domain of items was analyzed by content analysis. In this study, some recommendations were suggested for the quality of home economics education items through discussion of science education and society education items, which were abstracted from the school year 2001 to the most recent year 2007. The results of this study were as follows. First, the score ratio of home economics education items was fluid as 20-30% from the school year 2001 to 2004 but it fixed as 30-35% since the school year 2005. In subcategory of home economics education, curriculum items accounted for highest ratio(43%). In the next thing, items of teaching-learning method(35%), evaluation(19%) and philosophy(3%) related to home economics education were followed in order. Second, the form of home economics education items was coexistent form of single item and subordinate item from the school year 2001 to 2004. But it was changed into form of single item by 100% since the school year 2005. Third, regarding the content of home economics education items, most of the curriculum items were related to the content of the 7th National Curriculum. Teaching-learning method items were taken mostly from model of teaching-learning. Evaluation items were taken mostly from performance assessment. Philosophy items related to home economics education were taken only from Habermas's three systems of action on the school year 2005. Fourth, about behavioral domain of home economics education items, most of the curriculum items were level of 'simple knowledge or memory'. Therefore, it was suggested that behavioral domain of curriculum items had to be changed into 'complex knowledge or comprehension and application'. The behavioral domain of teaching-learning method items and education evaluation items was mostly 'complex knowledge or comprehension and application'. However, to bettering the items it was suggested that the behavioral domain of them has to be changed 'comprehension' into more 'application'. Fifth, regarding the coverage of home economics education items, curriculum items were limited only superficial content of the 7th National Curriculum. Therefore, it was suggested that coverage of curriculum items had to be extended to theoretical content, which was philosophical background and various principles of curriculum. It was suggested that coverage of teaching-learning method items had to be extended to the content including various teaching-learning theories and the practical reasoning home economics instruction proved effective as home economics instruction recently. Evaluation items were taken mostly from performance assessment. Therefore, it was suggested that coverage of evaluation items had to be extended to analysis of evaluation result, item validity and reliability, and evaluator's philosophical perspective.

• The Mathematical Education
• /
• v.60 no.1
• /
• pp.111-131
• /
• 2021

This study aims to investigate how secondary mathematics teachers understand and intend to use textbooks for their mathematics instruction. For this purpose, we developed a set of survey items in order to unpack what the teachers understand the mathematical tasks suggested in the textbooks in terms of the levels of cognitive demand and how they intended to use the tasks in the textbooks for their teaching. Twenty-five teachers participated in the survey. The data from the survey were analyzed. The findings from the data analysis suggested as follows: a) the teachers seemed to closely follow textbooks without attempting to modify the tasks, even when the teachers consider it is necessary to modify textbook tasks to high-level tasks, b) the teachers seemed to be unstable in regards that they admitted themselves very competent for modifying tasks for developing students' mathematical thinking but, at the same time, they were uncomfortable with transforming tasks into cognitively demanding tasks that promote students' mathematical understanding, and c) the teachers appeared to consider textbooks as significant criteria in conducting tests including midterm and final exam. In conclusion, the teachers seemed to intend to follow closely the contents and sequence of mathematics textbooks in their mathematics classrooms.