• The Journal of Korean Association of Computer Education
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• v.21 no.1
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• pp.31-42
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• 2018

Countries around the world are strengthening informatics education to cope with the development of technology that leads to rapid social change. The last step in the capacity to foster through formal education is high school education. The purpose of this study is to examine the competence and level of informatics curriculum for high school students who aim to enter university in terms of testing tools. In order to carry out the research, we analyzed informatics education related test tools for high school students such as Japan, Germany, and USA. The results of the analysis are as follows: First, both the essay type and the short answer type question are included in the test tool as well as the multiple choice question type. Second, we use the real world model as an item and ask whether we can use computing power for practical problem solving ability. Third, the items directly related to the university education are reflected in the items. This study suggests that it has helped to elucidate the features and discussions of the test tool and establish the development direction of the test tool for informatics education.

• Journal for History of Mathematics
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• v.23 no.4
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• pp.59-82
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• 2010

The Purpose of this study is to draw a few lessons for the effective teaching and learning throughout a comparative analysis on the results of the educational achievement on Mathematics of the primary and secondary school students. The primary sources for this research are based on the results of the six-times national level tests performed annually by all level students from 2003 to 2008. In order to achieve this goal, I, firstly, extract the lowest content area in terms of the annual average of the right answer ratio after examining the ratio of right answers to each math problem by classifying all multiple-choice questions of the educational achievement tests from 2003 to 2008 into the relevant content areas. Next, the characteristics of the content area which distinguish the lowest right answer ratio are qualitatively analyzed. Lastly, information on the content area which the school students of all classes feel very difficult to solve is provided via reckoning the average right answer ratio per each content area against all math questions at the last six-times of the national level tests.

• Journal of Educational Research in Mathematics
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• v.25 no.1
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• pp.1-19
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• 2015

This paper aims to explore what we can improve in the curriculum, teaching-learning, and evaluation on the bases of the analyses of multiple-choice items set in National Assessment of Educational Achievement. For this goal, by using the distribution curves of the responses percentages, we will grasp the features of educational achievement which appear to students through an in-depth analysis about not only item itself but also the contents included in particular distracters. These analyses provide more information than the descriptive statistical values such as the mean of correct answer percentage and the discrimination of whole group and the mean of responses percentages of replies of subgroups. Because the distribution curves of the responses percentages reveal the transition from the lowest to the highest educational achievement very well. From these analyses we acquire the implications about the concept of prime factor or prime factorization, ratio(proportion) such as velocity, linear function, volume of cone, properties of solid figure, and probabilities of empty event and total event.

• The Mathematical Education
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• v.48 no.4
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• pp.399-417
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• 2009

The purpose of this study was to explore the adaptability of U.S. multiple-choice items to measure Mathematical Knowledge for Teaching (MKT) in Korea. For this purpose, the authors selected the number and operations form B which was developed by Learning Mathematics for Teaching (LMT) project at the University of Michigan and then adapted items in terms of general cultural context, school cultural context, mathematical substances, and language in Korea. The survey was administrated to 77 Korean in-service teachers who had more than three years of teaching experiences. Based on the survey, the authors compared the data to that of U.S. teachers who had participated California's Mathematics Professional Development Institute. As a result, the survey measures less knowledge Korean teachers than more knowledgable Korean teachers and there are strong correlations of relative item difficulties between Korean teachers and U.S. teachers for both Content Knowledge (CK) items and Knowledge of Content and Students (KCS) items. This study implies the future direction for developing items to measure teacher knowledge as well as designing effective teacher education programs.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.355-367
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• 2018

The purposes of this study are 1) to identify systems thinking level and definition, 2) to develop a framework for the assessment of systems thinking level, and 3) to develop a rubric for scoring open-ended written responded test. In order to achieve these purposes, a total of 60 articles were analyzed by using the literature analysis framework. The systems thinking level and definition are identified through the results of systems thinking literature analysis. Based on the systems thinking level and definitions, the research derived a framework that includes the core ideas and evaluation content of each level. In addition, rubric for the scoring of open-ended response test items was revised and supplemented. It is concluded that a content validity test on the tools (systems thinking level and definition, framework for item development, rubric) has been developed in the study. The content validity was verified by 7-science education experts. According to the result of CVI, it was found to be more than .95 in all three tools. Based on the results of this study, the research will develop items that can measure students' level of systems thinking. The construct validity and criterion validity of the developed items should be verified systematically. The research could carry out a validation study for the systems thinking measurement related to the core competence emphasized in the 2015 revised curriculum.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.121-130
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• 2015

Identifying students' achievement level and reflecting it on educational policy making or instructional improvement by analyzing the results of nationwide standardized assessment is an integral part of accountability in education. On the basis of this premise, we analyzed the characteristics of National Assessment of Educational Achievement (NAEA) items for middle school science subject conducted from 2010 to 2013 by using the option response rate distribution curve, the fittest graph estimated from the response rate of correct/incorrect options by achievement score. Furthermore, we classified the type of option response rate curve in terms of correct and incorrect options. Results of the analysis of option response curve showed that five types of correct option response curve (S-shaped, J-shaped, straight-shaped, F-shaped, and step-shaped) and 4 types of incorrect option response curve (down-slope, flat, mound, and up-slope) were identified. The most common type of items was the combination of S-shaped correct option response curve and down-slope incorrect option response curve, which are considered as appropriate items to discriminate the students according to achievement level. Moreover, correct option response was found to be correlated with incorrect option response. Based on the results, we also discussed some implications on teaching-learning method and classroom assessment in science education.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.492-501
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• 2006

Gender differences in TIMSS 2003 science achievement by item type, benchmark, and content area were examined by producing a Gender Differences Index (GDI) in this study. International trends identified that male students performed better than female students in TIMSS 2003 science achievement in all types of items. The overall achievement of Korean male students was better than Korean female students, especially in multiple-choice type items. Male students outperformed females in three benchmarks, including advanced, high, and intermediate international benchmark, but they did not outperform females in the low international benchmark when gender differences of the international average as well as the Korean average were taken into account. The results of the analysis of the international average and the Korean average by content area showed that gender differences were the greatest in earth science and smallest in chemistry. In life science, female students excelled when considering the international average while male students excelled when considering the average of Korean students' performance. In addition, the number of items in which male students outperformed females was larger in both factual knowledge and the conceptual understanding domain. Implications for reducing gender differences in science achievement in Korea based on the results were provided.

• Proceedings of the Korea Inteligent Information System Society Conference
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• 2002.11a
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• pp.523-528
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• 2002

기존의 자기 주도적 학습 평가들은 대부분의 선다형 또는 단답형 문항에 대해서 학습평가가 시험 점수로 제공되고, 학습 평가의 정도를 객관적으로 평가 할 수 얼어 학습의 효율성에 대해서 부정적인 시각도 있다. 본 논문에서는 학습자 스스로가 학습 능력 평가를 객관적으로 평가하기 위해 퍼지 이론의 삼각형 타입 소속 함수를 이용한 자기 주도적 학습 평가 방법을 제안한다. 제안된 자기 주도적 학습 평가 방법은 학습에 대해 시험 결과를 세 개의 퍼지 등급으로 분류하여 소속도를 계산하고 퍼지 등급표를 적용하여 최종 퍼지 등급도에 따라 시험 결과를 평가하는 방법을 제시한다.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.545-555
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• 1998

The improvement of process skills has been one of the most important goals in secondary science education. To achieve this goal, it is essential to develop an instrument for evaluating inquiry skills in addition to improving science curricula, inquiry teaching methods, and other educational environment. There are a lot of instruments in testing science process skills in Korea as well as America and Europe. However, it has been difficult to find the instruments that have a characteristic in content and form. The purpose of this study is to develop a valid and reliable instrument for evaluating science process skills using line graph. This study examined the whole body of scientific process and identified 6 component skills. Three or four items for each component process skills were developed and revised by pilot test and field test. The instrument is considered valid and reliable, for the content validity is 78% and the reliability(KR-20) is 0.82. The discrimination index is 0.57 and difficulty index is 0.47, which also suffice the criteria of good test.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.815-833
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• 2016

This study investigated children's (grade 3 to 9) responses to assessment items on energy as a cross-cutting concept in order to get basic information for a learning progression. The assessment consisted of 8 ordered multiple-choice items at the contexts of electric circuit, mechanical energy of falling objects, phase change of matter, dissolution, biological phenomena of a lizard, food chain, radiative equilibrium between Sun and Earth, and the system of water cycling. Children's responses to each item were analyzed with using cross-tabulations in terms of grades and item option levels and Wright map and Differential item functioning based on Rasch modeled item response analysis. The results offered empirical evidence of children's development of understanding energy from relation between energy and its phenomena, types of energy, transfer and conversion of energy, towards conservation and equilibrium of energy for all of eight contexts. Children of each grade did not fully understand energy conservation. As grade goes up, their understandings of energy transfer and conversion were differentiated across the contexts and topics of energy. According to Rasch analysis, children had easier understanding of energy on dissolution and poorer understanding of energy on water cycling than that on other contexts. It was discussed and suggested that the results of this study help us organize science topics with regard to energy when developing new national science curriculum.