• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.275-290
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• 2014

This study aims to examine how secondary mathematics teachers perceive and how they use constructed-response assessment in their mathematics classrooms. For this purpose, we conducted a survey in Seoul, Inchun, and Gyeonggi-do; 189 teachers participated in the survey. Results from the data analysis suggest as follows: a) the secondary mathematics teachers participated in the survey seem to consider the primary goals of assessment through constructed-response items as evaluating student achievement and the development of students' thinking and creativity; b) the teachers perceive that constructed-response assessment would promote students' mathematical thinking and problem solving skills; c) in general, constructed-response items were included in both performance assessment(less than 20 percent) and paper-and-pencil test(20 to 40 percent); and d) constructed-response items were primarily used as a part of regular examination, rather than as an independent assessment.

• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.192-205
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• 2010

We have investigated the recognition for the gifted science education program of middle school students being educated at the local center for the gifted. We developed a questionnaire that includes items for contents of the program, learning environments, participation attitude, effects of the program and improvements, and consists of it5-point Likert items and related descriptive items. 161 students at the local centers for the gifted responded to the questionnaire. The total score was 3.70 on a 5-point Likert scale. The score of effects of the program was highest, learning environments was the lowest. Most of the students referred that the participation of the programs help their schoolwork because of schoolwork preparations & review, learning the process of the solving problem and principle. On the contrary, difficult contents and long lesson hours interrupted their schoolwork. Students recognized that the programs are mainly composed of students' self-activities and the role of teachers is subsidiary. The programs have a good effect on them to increase interest in science and creative thinking. It is necessary that the program be improved in lesson hours, contents of the program, school facilities, and full service.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.63-95
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• 2012

Since performance assessment was implemented for 10 years, a survey has been carried out from 212 elementary school teachers in Seoul area in terms of their perception and status about descriptive assessment. As results, most of teachers agreed strongly that using constructed-response items is necessary for assessment, and they showed that purpose of using constructed-response items in their mathematics classrooms was to evaluate accurately student achievement in accordance with learning objectives in mathematics and they referred mainly to items which they modified from problems or items in the textbook when they generate constructed-response items. In addition, they considered level of difficulty in creating constructed-response items mostly. Moreover, they indicated that the effects of assessment through constructed-response items would be improvement of students' problem solving and reasoning skills.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.131-154
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• 2014

The purpose of this study was to examine the effect of essay writing-centered mathematics instruction on problem solving and mathematical deposition in the elementary school. For the present study, two 6th grade classes with equivalent achievement in terms of problem solving and mathematical disposition based on the pretest. A total of 15 mathematics lessons focused on writing activities were administered to the experiment group for two months, while the textbook-based traditional lessons were given to the comparison group. Both quantitative and qualitative methods were adopted to analyze the data. The results of the present study showed that essay writing-centered mathematics teaching is statistically superior that the textbook-based mathematics teaching with respect to students' problem solving and mathematical disposition. In addition, it was evidenced that essay writing-centered mathematics instruction makes an influence on students' perceptions toward essay-based assessment in a positive way.

• Journal of Science Education
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• v.38 no.1
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• pp.168-181
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• 2014

The purpose of this study was to monitor evaluation in science education at primary and secondary school in Korea. In order to do this, the survey was administered. The subject was 518 teachers; 292 elementary school teachers, 110 middle school science teachers and 116 general high school science teachers. It was found that the ratio of paper examination increased while that of performance evaluation decreased according to the grade of school. In the science paper examination, the ratio of selection type item was higher than that of supply type item, and the ratio of item belonging to knowledge area was higher than that of item belonging to the inquiry area regardless of the grade of school, teaching career, and teacher's gender. The teachers recognized the necessity of supply type item, but they suffered from the reliability of the result of that item. And it was hard for them to do performance evaluation because it took much time and effort. This study suggested that the high-quality in-service teacher training be provided and laboratory assistants who help the science experiment and grading test papers be employed in order to fulfil the performance evaluation and increase the ratio of supply type item and items belonging to the inquiry area.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.533-551
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• 2013

The purpose of this study is to investigate how middle school mathematics teachers understand the definition and the purpose of constructed-response assessments as well as what they expect from the assessments. By examining the responses of 189 middle school mathematics teachers to the survey, we found that there is discrepancy between their perceptions and reality of the constructed-response assessments in practice. In other words, teachers' practice is not well aligned with their perceptions and expectations due to the restraint of school system and environment. The findings give us some meaningful implication for the improvement of effective constructed-response assessments and professional development.

• Education of Primary School Mathematics
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• v.12 no.2
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• pp.63-80
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• 2009

In this study, we analyzed teachers' recognitions of the necessity of mathematical descriptive tests and their practices in the elementary schools. We then suggested several examples of improved formats of the mathematical descriptive evaluation. For analyzing teachers' recognitions and practices of mathematical descriptive assessment, we surveyed 104 elementary school teachers in Seoul. We collected the test items from the schools and analyzed them to find how they are practiced in the schools. The results were as follows. First, most elementary school teachers are basically recognizing the direction and the purpose of mathematical descriptive assessment. Second, the ratio of the descriptive test items was very low compared with the teachers' recognition of necessity of including descriptive items in the tests. Third, the teachers usually made the descriptive items with their colleagues using textbooks, test manuals for teachers, and the references that the office of education provided. Fourth, to enhance teachers' understanding of descriptive assessment, systematic training programs for teachers about the descriptive assessment should be continued. Finally, the office of education and research institutes should provide various types of test items and more teacher training programs on descriptive assessments.

• Journal of the Korean Society of Clothing and Textiles
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• v.23 no.5
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• pp.684-693
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• 1999

한국과 미국의 사이클 선수들이 선호하는 사이클복에 대하여 조사하였으며 착용실태 파악을 위한 설문조사는 1997년 8월-10월 사이에 한국과 미국에서 동시에 실시하였고 총 145명 (한국인=79명, 미국인 =66명)의 설문결과가 데이터 분석에 이용되었다 설문내용은 인적사항 사이클복에 대한인식 및 계절에 따라 선호하는 스타일 등에 대해 35문항으로 구성되어 있으며 질문형식은 그림형과 서술형으로 나누어 작성하였다. 데이터는 빈도와 백분율로 비교하였고 {{{{ chi ^2 }} 와 Fisher's exact 방법을 이용하여 그 결과를 고찰하였다. 한국인 사이클 선수들의 Rohrer 지수는 한국 표준 체위조사의 같은 나이 집단의 수치와 거의 차이가 없으며미국인 남자 사이클 선수는 같은 나이 집단의 미국 군인들을 위한 체위조사 결과보다 낮은 수치를 나타냈다. 한국의 여자 사이클 선수들 중 79.6%가 사이클복이 시합이나 훈련중 기록향상에 영향을 미친다고 응답하였다. 대부분의 미국인 사ㅣ클 선수들은 그들이 착용한 사이클복에 만족하고 있으며 상하가 분리된 스타일을 선호하였다, 한국과 미국의 사이클 선수들은 jersey 의 경우 round neckline에 stand collar가 있는 스타일을 좋아하며 jersey 와 shorts 모두 몸에 꼭 맞는 스타일을 선호하였다.

• School Mathematics
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• v.10 no.3
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• pp.401-422
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• 2008

In the current school curriculum, an alternative assessment method which focuses more on the problem solving process rather than the final solution is being investigated. The goal is to evaluate students' understanding of the subject. A descriptive evaluation is being suggested as a way of examining the thought process of the students by a structured analysis of the problem solving process. But currently, there are not enough descriptive problems available for teachers to effectively carry out the alternative assessment method in the elementary school mathematics curriculum. In this research, we surveyed 197 elementary school teachers in Seoul to determine the status of descriptive evaluation in elementary school mathematics and to understand the teachers perception about the new assessment method. The goal of the survey was to find an effective implication of the new assessment method in elementary mathematics classes. The research showed that the elementary teachers use this assessment method about 4 to 7 times per month in their classes. They give descriptive problem test anytime they think it is appropriate during the Instruction of the topic. More than 90% of the teachers were using this assessment method to improve students' creativity and mathematical thinking. The teachers in the survey also commented that the teachers' administrative responsibility should be reduced and that the school environment in general should be improved for the new assessment method to be successful. Finally the study also showed that development of more descriptive problems in each grade level is needed to progress the new assessment method.

• The Journal of the Korea Contents Association
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• v.21 no.7
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• pp.427-439
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• 2021

This study surveyed the recognition on the Korean education for specific purposes targeting student-teachers majoring Korean language education in a Cyber University located in Seoul. 50 among 57 students taking the class participated in this survey. The participants were the students-teachers interested in Korean education for the mission purposes and took the class during the second term in 2020. At the end of the term they participated in this survey. 6 items were objective and 4 items were narrative. Among the narrative ones, one was excluded from analysis. The objective items were investigated by descriptive statics and the narrative items were analyzed with qualitative approach. As a result, most of the participants preferred the combined textbooks with others such as the ones for general and mission purposes rather than the bibles only. They had positive opinions on using the bibles, but proposed that the bibles themselves are not the best choice for improving communicative competence and the text combination is the better choice because of the difficulty of the bibles, the lack of teachers' competence, and the learners' needs. However, while taking this class, they became to be aware of the possibilities of the bibles as textbooks, to possess the concern about the mission areas, to consider the possibilities of application and the educational methods in it, and to reflect the ways for self development. This study suggested several points as follows: the development of diverse textbooks according to situations and learners, two directions of teacher education and the cooperative works, and the necessities of the related departments and classes with mission purposes.