• Proceedings of the Korea Society of Mathematical Education Conference
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• 2007.06a
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• pp.51-66
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• 2007

본 연구에서는 수학영재교육의 정상화라는 측면에서 서울교육대학교 과학영재교육원의 사례를 중심으로 수학과 영재선발 과정 중에서도 수학분야 문항의 분석을 통하여 지원한 학생들의 수학 개념에 대한 반응을 알아보고 영재교육원에 지원하는 학생들의 수학 학습의 문제점을 진단하고, 수학 영재학습 대상자 선발을 위하여 보다 바람직한 수학 문항 개발 위한 개선점에 대하여 알아보았다. 지원자들의 수학 개념, 원리, 법칙에 대한 이해도는 예상보다 매우 낮게 나왔으며 향후 수학영재 선발 문항의 개발에서는 문항의 개발자들이 수학영재 판별을 위한 진지한 고민과 함께 수학영재들의 능력을 적절히 측정할 수 있는 문항을 개발할 필요성을 제기하였다.

• School Mathematics
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• v.17 no.2
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• pp.331-353
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• 2015

The purpose of this study is to investigate expertise of mathematic teachers in development of designing assessment items, derived from development of assessing tools, which is a part of assessing competence of mathematic teachers. Analysis was made upon the difference between Pre-service and In-service teachers in terms of self-perception on assessment items. The assessing references of self-perception on developing in designing assessment items consist of followings: one's Beliefs and Self-Rating in designing assessment items. This investigation on self-perception was carried out by both pre-service teachers who are currently enrolled students in college and in-service teachers who are currently incumbent in secondary schools. This analysis based on 310 teachers' answers on self-perception of designing assessment items, both in- and preservice.

• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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• pp.157-172
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• 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 Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.505-518
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• 2014

The purpose of this study was to examine how pre-service elementary teachers develop mathematical tasks in the elementary teacher education program. Elementary pre-service teachers revise their tasks in clarifying representation, reflecting curriculum, modifying mathematical errors. Elementary pre-service teachers' perspective on assessment has been changed from focusing on tasks to focusing on students.

• School Mathematics
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• v.14 no.4
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• pp.517-529
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• 2012

Assessment in the school should be done consistently in accordance with the national curriculum. This study analyzed the process that preservice teachers developed the question items. The preservice teachers already equipped with the knowledge about the curriculum, didn't reflect it to items at first. However, in the review and modification process with colleague discussions, they get the curriculum coherence faithfully. And the item completeness gets higher such as to conform to the item intent, to help the students easily understand the item and to have the consistency between items.

• Communications of Mathematical Education
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• v.9
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• pp.115-152
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• 1999

본 연구에서는 새로운 평가 방안으로 소개되는 수행평가의 정의 및 의의, 특징과 수행평가의 여러 가지방법 등을 간략히 살펴보고, 수행평가의 채점방법, 수행평가에 적합하다고 생각되는 문항을 예시한다. 특히, 수행평가의 예시 문항들은 수행평가의 여러 가지 방법에 따라 개발하되, 어떤 한 가지 방법에 의하지 않고 여러 가지 방법으로 평가가 가능한 문항, 학생들의 조작과 생활 속에 관련된 수학을 발견하도록 하는 문항들을 개발 예시하였다.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.135-159
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• 2020

The purpose of this study was to develop items of an essay response assessment that could align with the instructions and assessments in the high school home economics curriculum. The contents of the study were as follows. First, to establish an assessment plan, 14 achievement standards were analyzed in the assessment area, and the elements of the questions were developed including the content elements of a total of 29 questions. Second, to develop the assessment tools, preliminary questions suited to the structure of essay questions were developed, and the method of presenting data and scoring criteria to be utilized in the questions was selected. Third, to prepare the answers and the scoring criteria tables, the answers to the sample questions for each score were prepared in form of a scoring criteria table, and the objectives of the assessment, the scoring items, and the scores for each item were reviewed. Fourth, the developed questions and answers were revised and supplemented by teachers of the professional learning community through preliminary and mutual review on the components of the questions, the embodiment of the assessment objectives, the implementation of the assessment intent, and the grading. This study can be used as a foundational study for the development of essay-type questions and scoring criteria in essay assessment in the field of education. Furthermore, the results of this study could help teachers enhance their learners' ability to apply knowledge in the future.

• Journal of Korean Library and Information Science Society
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• v.40 no.4
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• pp.93-111
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• 2009

This study aimed to analyze teacher librarians' perceptions of the importance and performance frequency of their roles inherent in the indicators and items for teacher evaluation and to determine their appropriateness. The results revealed that most indicators and items are appropriate for evaluating teacher librarians' job performance, but some items need to be revised to properly reflect teacher librarians' job tasks. Specific recommendations for their improvement were discussed.

• 대한공업교육학회지
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• v.32 no.2
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• pp.23-46
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• 2007

The purpose of this study was to present improvement directions of college scholastic ability test on industry department. Industry department test were classify and abstracted sampling test on contents and movement domain, analyzed example items of college scholastic ability test on industry department. Research methods used in this study were review of related literature, the item analysis and item pattern analysis between college scholastic ability test on introduction to industry and curriculum, contents of textbook. After finding a problem of developing items, trying to find a solution to the problem and developing an up-to-date method of items was to present improvement. Based on the result of the study, some recommendations for future researches were made as follows: First, a phenomenon of making same contents items over again and no making items not on made the items ever have to cut. Second, Time to read and make sense of items have to reduce because depend on the degree of difficulty related on time to understand of items. Third, the depth of textbook contents has to develop on curriculum this year. Fourth, the succeeding study on linkage between college scholastic ability test and simulation of college scholastic ability test. Fifth, verification validity on contents of new movement domain is developed new and striking test items.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.617-626
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• 1998

Inquiry approach in teaching science has been widespread in Korea since the Third National Curriculum in 1970's. But the effect of the approach has never been evaluated systematically in Korea, so the science educators do not know if the inquiry approach really works and if any critical problems inhibit the effect of the approach. In this context, the NAEP of the Unied States and the APU of the United Kingdom were model programs for assessing the effect of the inquiry approach in teaching science. The purpose of this study is to develop an assessment system for evaluating the effect of inquiry teaching in elementary and secandary schools. For this purpose, an assessment framework and 240 test items were developed and tried with a sample of 8,906 students. The results say that the developed tests are reliable. The average Cronbach $\alpha$ reliability coefficient of the tests was 0.69. The discrimination index(point-biserial correlation coefficient) ranged from 0.39 to 0.54 with a mean of 0.49, which indiate they are excellent in discriminating students in terms of their inquiry achievement. The test items were also analyzed by "item response theory." The results also say that the items are successfully developed.