• Journal of Elementary Mathematics Education in Korea
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• v.6 no.1
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• pp.59-76
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• 2002

This study, through the cases occurred in mathematics pencil-paper test, after analyzing the types and the factors of misunderstanding, was to seek to pursue the alternatives to diminish the misunderstanding caused in paper test. When classifying misunderstanding shown in pencil-paper test, four types are found - unsuitable edit, unsuitable organization, formal/typical habits, and unsuitable question situation. One Way, considering accomplishment rate based on existence and nonexistence of misunderstanding factors, the testing paper, that is, type A with misunderstanding factors, showed that the accomplishment rate is 10 percent below the testing paper, type B excluding misunderstanding factors. Also, after distinguishing only items including misunderstanding factors, in comparison with the accomplishment rate, the results showed about 22% difference. And in the type of misunderstanding factor, when system was unsuitable, the degree of misunderstanding appeared seriously. The more complicated many types were, the higher the number of misunderstanding cases appeared. Based on these study results, the conclusions are the followings : First, teachers should try to develop examination papers for exact evaluation. Second, teachers, while students are solving the questions, misunderstanding recognize what are the misunderstanding factors they feel. Third, in the pencil-paper evaluation, the work that teachers should consider importantly, is to analyze students' thought process. Fourth, teachers should try for smooth communications with students.

• Journal of Science Education
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• v.38 no.3
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• pp.670-690
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• 2014

The purpose of this study was to analyze paper and pencil test items of life science I in high school to diagnose problems of the test items developed by teachers, and to provide some implication for better assessment. 690 selection-type items and 162 supply-type items in life science I were collected from 10 general high schools. In the analysis of test items, the ratio of the selection-type item and the supply-type item was 81:19 in the number of items based on item type, while the ratio was 74.4:25.6 in the distribution of marks, indicating that the distribution of marks compared to the number of items was higher in the supply-type items. In the analysis by the Bloom's revised taxonomy of educational objectives, the items of 'conceptual knowledge' in the knowledge and those of 'understanding' in the cognition process were shown most in both the selection-type item and the supply-type item. In the analysis by the science assessment frameworks of NAEA, the items of 'knowledge' were shown 9 times more than those of 'inquiry'. When compared to the level of difficulty presented in the two-way specification table and the percentage of correct answers in the selection-type item, the concurrence was 41.5%. When compared to the ratio of number of items based on the item type of the supply-type items, the short-answer items were 34.0%, the descriptive items were 61.1%, and the drawing items were 4.9%. The drawing items were mainly developed in the unit of 'Cells and Continuity of Life'. When the descriptive items were classified by the acceptance of response, all the items were 'response restricted' type, and the items of 'restricted in content range' type among them were highest. When the items were classified by presentation of data, the items of 'presentation of data' type were highest(65.4%), and when classified by type of question, the items of 'knowledge description' type were highest(80.4%). In conclusion, it is needed to develop items belonging to 'inquiry' area more in the school, and to increase the ratio of the descriptive items, presenting various types of items.

• Proceedings of the Korea Contents Association Conference
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• 2017.05a
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• pp.473-474
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• 2017

본 연구는 TBL에서 학생을 보다 효율적으로 평가하기 위해 학생평가방법에 따른 평가점수 간 관계를 비교하고 그 관대함 정도를 분석하였다. 치위생학과 학생의 구강보건교육학 및 구강보건교육학 실습 교과목에서 학생평가방법에 따른 평가점수 간 관계를 살펴본 결과 지필시험과 팀별평가만 유의미한 중간 정도의 정적 상관관계가 나타났고, 그 외의 관계는 모두 유의하지 않았다. 학생평가방법에 따른 평가점수 간 관대함 정도는 팀원평가, 지필시험, 팀별평가 순으로 관대한 것으로 나타났다.

• Journal of Educational Research in Mathematics
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• v.27 no.2
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• pp.291-312
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• 2017

According to the current research of educational assessment, formative assessment which focuses on improving students' learning has been emphasized. Consequently, integration between instruction and assessment is crucial and various assessment strategies are required. In order to use different assessment strategies in classrooms, teachers should experience strategies and reflect their strengths and weaknesses. In this study, pre-service elementary teachers experienced six assessment strategies (feedback, providing assessment standard, providing exemplary cases, self assessment, peer assessment, and written assessment), and their perceptions toward each strategy were investigated. During one semester, pre-service teachers experienced each of them and they answered questionnaire at the end of the semester. From the results, it is found that pre-service teachers presented different strategies that were most helpful in their cognitive and affective domain according to their perception of assessment. The results imply that different assessment strategies should be applied in instruction and teachers should extend their perception of assessment purposes.

• Proceedings of the Korea Technical Association of the Pulp and Paper Industry Conference
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• 2000.11a
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• pp.117-117
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• 2000

제지공정의 마지막 단계인 캘린더는 지필의 표면을 평활하게 하고 두께를 감소시켜 균일 하게 하는 역할을 한다. 하지만 캘린더링은 인장강도 둥의 강도적 성질과 불투명도 등 광학 적 성질을 저하시키는 공정이기도 하다. 따라서 캘린더령 공정에 의한 제품 품질의 저하를 극소화하기 위해서는 공정인자의 엄밀한 관리가 요청된다. 캘린더링의 주요 공정인자에는 온도와 압력, 닙 체류시간, 유입지의 함수율, 유입지의 온도 롤의 재질 등이 있다. 이 가운 데 특히 캘린더링 온도와 압력은 주요한 공정 인자이다. 따라서 이들 변수에 의한 캘린더링 공정의 변화를 정확하게 파악하는 것은 매우 중요하다. 캘린더링 공정의 속도와 관련된 닙 체류시간과 유입지의 함수율, 유입지의 온도, 롤의 재질 등은 실제 공정에서 변화시키기 어 려운 반면 온도와 압력은 조절이 비교적 용이한 특정도 지니고 있다. 캘린더링 전후의 종이의 물성 차이는 지필 내부로의 열 침투에 의한 열변형에 따라 크게 달라진다. 셀룰로오스는 유리전이온도 이상으로 가열되면 그 성질이 크게 변화하므로 캘린 더링 시의 온도가 유리전이온도보다 높거나 낮은 경우 캘린더링된 종이의 물성 차이가 크게 달라질 수 밖에 없다. 캘린더령은 비정상상태에서 진행되기 때문에 지펼의 내층보다는 표층 으로부터 순차적으로 열변형이 발생하는 공정이다. 그러므로 지필의 두께 방향으로의 열 침 투 현상의 해석을 통하여 캘린더링 시 유리전이온도가 어느 깊이까지 도달하는가를 파악하 는 것은 캘린더링 공정의 해석에 매우 중요하다. 캘린더링 공정에서 발생하는 열전달현상 해석 시 지필의 압축을 고려하지 않고 비압축성 물질로 가정하는 것은 캘린더링 공정 인자 중 압력에 의한 영향을 제대로 평가하지 못하는 한계를 지니게 된다. 따라서 본 연구에서는 지펼의 압축성을 고려하여 캘린더링 모델을 정립 하고, 이를 토대로 캘린더링 공정 조건에 따른 열 침투 현상을 해석코자 하였으며, 그 방법으 로 수치해석기법을 도입하였다. 또 실제 캘린더링 전후의 두께 변화를 측정하여 유리전이온도 의 도달 깊이와 비교하였다. 지필의 압축 정도는 롤의 직경과 닙 폭을 이용하여 MD 방향으 로 함수화하였으며, 열전달 계수로는 겉보기 값을 사용하였다. 이때 지펼은 균질한 것으로 가 정하였다. 함수율은 유리전이온도를 좌우하는 가장 큰 인자이나 본 연구에서는 항온항습처리 를 통해 유입지의 함수율을 고정시켰으며 캘린더링 시 함수율의 변이는 없다고 가정하였다. 그 결과 열침투깊이가 증가할수록 지필은 보다 변형되기 쉬운 상태가 되어 주어진 압력 조건에 대해 소성변형 정도가 증가하는 것으로 나타났다. 이는 캘린더링 전후에 두께 변화를 측정하여 정량적으로 평가할 수 있었다. 수치해석기법을 통해 같은 압력 조건에서 온도가 증 가함에 따라 혹은 같은 온도 조건에서 압력이 증가함에 따라 지필 내의 유리전이온도의 침투 깊이가 증가함을 알 수 있었으며 이는 캘린더링 전후의 두께 변화의 측정 결과와 일치하였 다. 또 NRT가 증가함에 따라서도 유리전이온도 침투 깊이가 증가하였다.

• The Journal of the Korea Contents Association
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• v.18 no.4
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• pp.550-566
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• 2018

In the era of the 4th industrial revolution, enhancing achievement evaluation based on process oriented instruction is essential. It assists human growth both cognitively and mentally. The purpose of this study is to analyze current condition of high school achievement evaluation in Daejeon region for enhancing English class based on achievement Assessment. Analyzing high school achievement evaluation plans as well as analyzing items of paper and pencil test using TELL program was conducted. Reanalysis of global citizen theme-based English according to core achievement standard was performed. The questionnaire was analyzed using the SPSS Win 20.0 Program to figure out significant difference of instructional method, the rate of students' grade improvement, English class related to the state of career recognition. T-test, ANOVA was performed to determine if there was a difference between the individual instructional variables. The research result is designed to construct or develop English class based on achievement evaluation while providing each high school with the result of current state of high school achievement evaluation. Specific characteristics of individual achievement result was conducted in terms of analyzing distribution of answer sheet response in order to be used as information for managing each high school achievement evaluation.

• Proceedings of the Korean Society of Computer Information Conference
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• 2018.01a
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• pp.113-116
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• 2018

본 연구에서는 컴퓨팅 사고력 평가 도구 중 자기보고식 설문과 지필형 검사지인 비버 챌린지 간의 상관관계를 분석하고자 하였다. 두 평가 도구를 사용한 결과 간의 상관관계는 통계적으로 유의하지 않았다. 따라서 객관적인 측정을 위하여 자기보고식 설문에 대한 수정 및 보완이 필요하며, 비버 챌린지의 점수에 영향을 주는 난이도에 대한 고찰이 필요하다. 덧붙여 산출물 평가와 자기보고식 설문, 지필형 검사지 간의 상관관계를 분석할 필요가 있다.

• The Journal of Korean Association of Computer Education
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• v.22 no.3
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• pp.89-99
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• 2019

The purpose of this study is to develop and validate assessment tools and to analyze their applicability in problem solving programming education for college students of teacher training college. For this purpose, we have redefined the area of computational thinking and detail elements from the viewpoint of problem solving programming, and developed paper type inspection and self - report questionnaires to evaluate them. The reliability and validity were analyzed by applying the evaluation tool developed for the actual college students of teacher training college. Through this study, it was confirmed that the paper type inspection and self - report questionnaires developed in this study can be used as a tool to computational thinking assessment.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2016.05a
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• pp.659-660
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• 2016

This paper presents an improved evaluation method, based on National Competency Standards (NCS), of National Technical Qualification (NTQ) examination in Electronics Fields such as Craftsman Computer, Industrial Engineer Computer Maintenance Control, Engineer Computer System Application, Engineer Computer, Engineer Embedded) to reflect practical vocational abilities and raise values of NTQ certificates. To evaluate each NTQ examination, we carefully chose corresponding NCS competency units for practical performance test, written subjective test, and mixed test through the advisory committee with industry, education, and qualification experts. In addition, we verified useful effects of the NCS-based evaluation method by performing and analyzing the simulated tests. We used both single and mixed problems in practical performance test and new problems about system design and implementation based on various working scenarios in written subjective test.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.231-245
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• 2009

Almost every children are naturally non competitive, so they have test anxiety. Because grading in paper-pencil tests is related to competition with their friends. Intense competition should not be a part of the classroom environment. This study intends to reflect current standardized tests(summative evaluations) in an elementary school mathematics(2008) and reconstructed it's problem. Teachers should provide students with rich situational problem-solving opportunities. Therefore we conclude "summative evaluation are consisted of some large problem type which contain some subproblems, or from easy(simple) problem with relation to difficult problem)".