• Communications of Mathematical Education
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• v.38 no.2
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• pp.121-144
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• 2024

This study analyzes how the academic achievement of students in Korea changes as they transition from 4th grade of elementary school to 2nd grade of middle school, considering that the 4th graders in the previous TIMSS cycle become 2nd graders in the next cycle. In particular, this study selects and compares the eight main countries in the TIMSS math evaluation (Korea, Singapore, Taiwan, Japan, USA, UK, Australia, and Russia) to analyze the trend of change in academic achievement of Korean students according to school grade transition. The trend of change in academic achievement of students was analyzed not only overall but also by content area (number, geometry and measurement, data representation (data and probability/data and probability), gender, and regional scale. The analysis focused on the average score and the proportion of students by achievement level. The results of the study are as follows. First, there was no significant change in the average score of Korean students' academic achievement as the school grade transitioned, but the achievement gap widened in terms of the proportion by achievement level. Second, there were differences in students' academic achievement by content area according to school grade transition, and the pattern differed depending on the evaluation cycle. Third, there was a significant gap in students' math academic achievement depending on gender and regional scale of school location. This study reveals that the achievement gap among students in our country widens as they transition between school levels. The gap is found to vary in terms of achievement level, math content area, student gender, and school location. To alleviate these disparities, more substantial research and support are proposed in addition to policy implementation by the government or provincial offices of education.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.26 no.3
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• pp.777-785
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• 2016

Engineering education accreditation addresses evaluation for program outcomes according to educational objectives and assessment process, which students are expected to obtain by the time of graduation in order to train international competitive engineers with continuous quality improvement in engineering programs. This paper shows a case study of a program outcomes assessment system including performance criteria, evaluation process, document system and continuous quality improvement process and an achievement evaluation by the assessment system for program outcomes in Information Security Program of Hoseo university.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.473-483
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• 2020

The purpose of this study was to analyze the characteristics of students' academic achievement of middle school science curriculum achievement standards in the 2009 revised national curriculum and to generate implications for curriculum improvement. Based on the results of the 2015-2018 National Assessment of Educational Achievement (NAEA), we analyzed middle school students' mastery of 84 curriculum achievement standards. In the analysis, we used representative item information by achievement level and correct answer rate and checked the validity of the determination of mastery. According to the results of the analysis, 15 of the 84 achievement standards could not determine the degree of achievement. In science, many achievement standards could be mastered only by above-average group students. By achievement level, there were six achievement standards that advanced achievement-level students did not achieve, 38 achievement standards judged to represent mastery by advanced achievement-level students, 23 achievement standards judged to represent mastery by proficient achievement-level students, and two achievement standards judged to represent mastery by basic achievement-level students. By content area, the number of achievement standards corresponding to advanced and proficient levels was similar in the areas of motion and energy and earth and space domains. In the material and life domains, there were more achievement standards corresponding to advanced levels. Accordingly, it is necessary to reinforce customized teaching and learning activities in relation to achievement standards that were under-achieved.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.99-113
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• 2006

In this study, Korean middle school student science achievement results in the "Trends in International Mathematics and Science Study" (TIMSS 2003) were analyzed according to international benchmarks, content area, gender and student attitudes toward science. Overall Korea ranked the third internationally and had a mean score of 558. Korean students achieved top ranking in physics, but fell to the ninth place in chemistry. Unliked their counter parts in similar countries such as Singapore and Chinese Taipei, Korean students did not reach the highest benchmark. Compared to previous assessment, Korean girls showed improved performance; however, significant gender differences still exist in Korea; apparent from the better performance of boys than girls in the study. It is also noteworthy that Korean students were found to have the lowest self-confidence in learning science, a lower valuing science, and less enjoying learning science even though they produced high achievement scores.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.435-453
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• 2018

The results analysis of National Assessment of Educational Achievement(NAEA) can provide various implications for teaching and learning in the school field. In this study we analyzed the deviation of NAEA achievement level-based correct-answer rate and the distribution of the responses percentages for three years from 2015 to 2017 focused on multiple-choice items. First we calculated the deviation of correct-answer rate between advanced level and proficient level and between proficient level and basic level, and then we selected the items whose deviation of correct-answer rate is more than the third quartile. We explored what the content areas, behavior areas and achievement standards of each item are and what the achievement standards and characteristics of these questions are. Based on the results of the analysis, we intended to derive implications for appropriate teaching-learning methods at each achievement-level.

• School Mathematics
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• v.8 no.2
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• pp.239-263
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• 2006

The purpose of the National Assessment of Educational Achievement(NAEA) is not only to assess educational progress and achievement but also to collect background information affecting educational achievement. It is important to know which factors affect the National Assessment of Educational Achievement(NAEA) and to explore how much those factors show the educational effect. In this study, first, we examined general characteristics of the survey with relation to the background information. Second, we analyzed the relationships between test scores and information on the students' profile such as background, extracurricular activities, and information on the school profile in NAEA 2004. Third, we suggested some educational policies on the basis of those analysis and indicated the limitation of this study.

• Proceedings of the KAIS Fall Conference
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• 2011.12a
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• pp.163-165
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• 2011

본 연구에서는 해부학강의에 있어 혼합강의의 적용가능성을 평가하였다. 2007~2009년 매 1학기동안 강원대학교 의과대학 간호학과 학생(n=143)을 대상으로 해부학강의를 가상강의 9회, 면대면 강의 3회, 사체해부실습 2회로 구성된 혼합강의로 실시한 후 설문을 통해 자기평가요인(만족도, 난이도, 흥미도, 유용성, 평가의 적절성, 학업성취도, 운영의 적절성, 이론실습연계성), 학업성취별 자기평가요인, 자기평가요인간의 상관관계를 분석하였다. 자기평가요인의 난이도는 평균$2.96{\pm}0.63$점으로 전반적인 강의수준은 적절했던 것으로 나타났고 나머지 모든 요소들은 평균 3.82~4.21점 사이로 평가되어 간호학과에서 해부학강의를 위한 혼합강의의 적용이 매우 긍정적인 것으로 나타났다. 학기종료 후 화보한 최종성적을 기준으로 세 그룹(상위, 중위, 하위)으로 나누어 자기평가요인과의 관계를 분석한 결과, 모든 요소에서 통계적으로 유의하지 않았다(p>0.05). 자기평가요인 간의 상관관계는 난이도와 전공연계성의 유용성(r=0.300, p<0.0003),혼합강의의 유용성(r=0.210, p<0.0137), 평가의 적절성(r=0.323, p<0.0001), 이론실습연계성(r=0.216 0.0097)이 높을수록 상관성을 보였다, 만족도, 전공연계성의 유용성, 혼합강의의 유용성, 이론실습연계성에서는 학업성취도를 제외한 모든 요소에서, 흥미도는 난이도와 학업성취도를 제외한 모든 요소에서 유의성 있게 높은 상관성을 보였다. 하지만 학업성취도에서는 평가의 적절성을 제외한 다른 요소에서는 연관성을 보이지 않아 성적과 관련해 영향을 미치는 요소가 없다는 것으로 판단되어지며 본 연구를 위해 도입된 강의구성이 해부학의 균형 있는 학업성취를 유도할 수 있는 수업방식이라 판단되었다. 결론적으로 본 연구를 통해 해부학강의에 있어 혼합강의의 우수한 교육효과를 알 수 있었고, 간호학과만이 아닌 최근 급증하고 있는 의료-보건계열의 다양한 전공자를 위한 적용, 확대로 해부학지식의 질적 향상과 강의수요에 비해 부족한 해부학 전공 교수진들의 교육 부담을 경감할 수 있는 효과적인 교수법으로 활용가치가 있다고 사료된다.

• The Journal of Korean Association of Computer Education
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• v.11 no.5
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• pp.9-17
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• 2008

In this study, the achievement standards of the "Construction and Operation of Infomation unit were established as the revision of the middle school Infomatice Curriculum in 2007. Based upon archievement standards, the assessment standards were made. And the exemplification was presented for it. The levels of the achievement unit were set in the small unit level through the understanding and the analysis of the new curriculum. The achievement standards were stated in the point of views of the students. The assessment standards divide students' achievement into three level(high/middle/low) and state each level so that it can guide evaluation of achievement. Considering the education environments, the time of the course, and the students' levels, the achievement and assessment standards can be reconstructed and would be used. Before the application of the revised Informatics curriculum, we intend for the understanding about new curriculum to be improved and for the informatics of educational activities to be advanced in quality.

• Journal of The Korean Association For Science Education
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• v.27 no.7
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• pp.623-630
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• 2007

The assessment affects the learning motivation of students. If we know what factors in assessment affect motivation, we could find the method for stimulating the motivation. In this study, we used two kinds of method, the recollection paper and the questionnaire. 54 undergraduates of a university in Seoul made the recollection paper about the science learning before, and 63 undergraduates also answered the question for the effect of factors in assessment on the science learning motivation. In result, the factors in assessment that affect the science learning motivation of high achieving students are the achievement, difficulty, validity, and preparation for science fair. This study suggests that difficulty and validity of assessments remarkably affects the science motivation and the science fair is more affective to the science motivation than regular examination in school. Therefore we suggest two methods for the science motivation of high achieving students. The first method is to make questions that can assess scientific thinking faculty and investigating faculty without pre-learning and memorizing. The second method is to encourage various activities in science to increase the number of chance for participating in them.

• Journal of the Korean association of regional geographers
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• v.11 no.5
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• pp.474-487
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• 2005

This paper aims to provide empirical evidence required to describe the level of achievement by analyzing students' item response in NAEP implemented in the United States in 2001. The geography assessment in the NAEP is aimed to test students of 4th, 8th, and 12th grades, and consists of content dimension and cognitive dimension, The former includes 'space and place' 'environment and society' and 'spatial dynamics and connections,' and the latter includes 'knowing' 'understanding' and 'applying,' The level of achievement is defined as three levels for each grade: Basic, Proficient, and Advanced. In this paper, descriptions of achievement is derived inductively from an analysis of student's responses to the items which were selected by using item-mapping method. As a result, there is a great difference between the level of achievement derived empirically from students' response and the level of achievement designed principally suggested by the expert committee. The former could have a contribution to the improvement in geography curriculum.