• The Mathematical Education
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• v.32 no.3
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• pp.7-13
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• 1993

• Communications of Mathematical Education
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• v.15
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• pp.243-248
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• 2003

객관식 5지선다형 수학시험에서 표기정정 가능한 OMR카드와 전통적인 OMR 카드를 사용했을 시의 차이를 수학교육학적인 관점에서 분석한다.

• Communications of Mathematical Education
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• v.24 no.2
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• pp.301-323
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• 2010

This study was to find the direction to assessment of school mathematics in accordance with 2009 reformed curriculum. As new trends in the latest reformed 2009 curriculum, creativity, multicultural education, and mathematics disposition were focused. In creativity, more items should be developed for enhancing students' ability in areas of fluency, elaborateness, and originality, besides flexibility which was mostly dealt in the formal assessments that have been done previously in school. In multicultural education. purposeful bilingual programs should be developed in mathematics education to improve not only students' language skill, but also mathematical ability. In mathematical disposition, various questionnaires including checklists along with clinical interview should be provided to evaluate students' on-going process of mathematical learning.

• Communications of Mathematical Education
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• v.10
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• pp.441-457
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• 2000

지금까지 학생들에게 어렵고 싫어하는 과목으로 인식되어온 수학교과목을, 생활중심의 수학을 도입하는 새로운 제7차 교육과정기부터 학습자에게 좀더 가깝게 다가설 수 있는 교과목으로 변신하기 위해 수학과 교수 ${\cdot}$ 학습 및 평가의 변화를 비롯한 여러 가지의 대책이 요망되고 있다. 이에 본고에서는 지난 20세기의 수학교육의 변천과정과 이에 따라 개정되어 온 우리 나라 수학 교육과정의 흐름을 살펴보고, 아울러 최근 교육 선진국들의 수학교육 동향을 탐색하여 이를 바탕으로 다가오는 새천년의 우리 나라 수학교육의 새로운 방향을 제시하고자 한다.

• The Mathematical Education
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• v.1 no.2
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• pp.1-5
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• 1963

• The Mathematical Education
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• v.20 no.3
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• pp.11-18
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• 1982

• Communications of Mathematical Education
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• v.27 no.4
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• pp.581-609
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• 2013

Students' learning processes and mathematical levels should be correctly diagnosed in many different methods of assessment to help students learn mathematics. The study developed the model for the process-based assessment while using manipulatives in the middle school in order to improve problem solving, reasoning and communication which are emphasized in 2009 reformed curriculum as the areas of mathematical process. Identifying the principles of assessment, we created the assessment model for each area and carried out a preliminary study. Based on this, we revised the representative items and the observation checklist and then conducted a main study. Through the results of assessment, we found that students' thinking processes were well presented in scoring rubric for their responses on each item. It meant that the purpose of the assessment as a criterion-referenced test was achieved.

• The Mathematical Education
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• v.32 no.3
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• pp.244-255
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• 1993

본 연구를 수행하게된 동기는 1994년부터 미국에서 S.A.T.를 개정하고, 한국에서는 대학 수학 능력 시험 제도라는 새로운 제도가 도입되는 것에 있다. 대학 학업 적성 평가 제도로서 미국의 S.A.T. 제도에 대한 유효성이 많은 학자들에 의해서 연구되고 있다. 대학 수학 능력 시험과 S.A.T.는 각각 한국과 미국의 대학에서 학업 적성을 측정한다는 면에서 그 목적이 같다. 한국의 대학 수학 능력 시험의 유효성을 연구하기에는 아직 실시되지 않았으므로 너무 이르다고 본다. 대학 수학 능력 시험 제도 확립이 실험 평가에 근거하기 때문에 대학 수학 능력 시험 실험 평가와 S.A.T.를 비교 연구하는 것은 의미가 있다고 본다. 따라서 본 논문에서는 한국의 대학 수학 능력 시험 실험 평가(수리)와 미국의 S.AT.(수학)와의 상관 관계를 연구한다. 본 연구의 조사 대상으로 선발된 집단으로서 광주시의 3개교 6학급의 고등학교 3학년 283명이 참가하였다. 본 논문에서 다음과 같은 문제가 연구되었다. 1. 7차 실험 평가(수리)와 S.A.T.(수학)의 평균 점수에 대한 남녀 차이의 통계학적 유의성 (statistical significance). 2. 7차 실험 평가(수리)와 S.A.T.(수학)의 평균 점수에 대한 자연계 인문계 차이의 통계학적 유의성 (statistical significance). 3. 한국의 대학 수학 능력 시험 실험 평가(수리)와 미국의 S.A.T.(수학)의 상관 관계.

• The Mathematical Education
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• v.60 no.2
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• pp.209-228
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• 2021

The purpose of this study is developed the Item Feature Analysis (IFA) frameworks for curriculum-based assessments, focusing on Math competency and representation in secondary schools and implemented the IFA in National Assessment of Educational Achievement. To conduct the study, previous studies were analyzed, and feasibility studies were conducted twice. As a result of the study, we structured the IFA framework based on the 2015 revised mathematics curriculum in Korea and developed a method to analyze the characteristics of the math items. The results of structuring the framework for math included two categories: math competency in the content aspects, and representation type in the formal aspects. Specifically, 12 features of math competency and 8 features of representation type were identified, and an item feature analysis framework composed of these features was developed. The math competency was developed based on the subject competency of 2015 national curriculum. Math assessments in high schools, which have been changed to the competency-based assessments, had more frequency of the feature of math competency compared to middle schools. In this study, implemented the IFA in National Assessment of Educational Achievement and explored the way of ensuring the validity. These have been proved as critical applications for ensuring the validity of curriculum-based student assessment as well as building a tool for assessment.

• 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.