• School Mathematics
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• v.16 no.2
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• pp.237-257
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• 2014

The purpose of this study is to investigate the academic achievement characteristics in terms of proficiency levels through the in-depth analysis of mathematics test items and achievement standards of the National Assessment of Educational Achievement(NAEA) from 2010 to 2012, and to provide suggestions for teaching and assessing mathematics in middle schools. The results showed that 'Advanced level' students could fully understand the concept of mathematical terms and symbols as well as various mathematical properties presented in the national curriculum. However, 'Proficient level' students tended to feel difficult to apply linear function, properties of a plane figure, and a solid figure, while 'Basic level' students seemed to have trouble solving mathematical problems in almost all areas. Thus, it is necessary to identify the mathematical misconceptions that students have and to strengthen teaching, particularly, the areas of number and operation.

• Journal of Educational Research in Mathematics
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• v.16 no.3
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• pp.199-220
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• 2006

One of the main objectives of National Assessment of Educational Achievement (NAEA), which is implemented by Korea Institute of Curriculum and Evaluation(KICE), is to manage the qualities of National Curriculum. Thus we considered NAEA as the research for educational program assessment and tried to find out how to make NAEA better for achieving that objective. For the purpose of this paper we analyzed the present conditions of NAEA into four perspectives. And then according to each perspective we explored schemes for improving NAEA. In conclusion, we proposed the following; Firstly, in relation to assessing students' understanding of the mathematics contents, the meanings of Achievement Levels have to become much more clear and concrete. in relation to assessing for comparing student' understanding according to mathermatics content areas, the number of items has to be increased for elevating validities of NAEA. Thirdly, in relation to gathering the information about properties which are shown by the students in particular Achievement, it is necessary to think about how to produce items for the purpose in the step of developing items in NAEA. Finally in relation to collecting the data which can be useful for relevance of mathematics contents, it is necessary to make a special group of items for identifying relevance of mathematics contents, and to apply performance assessments on part of the students, not whole students.

• Journal of The Korean Association For Science Education
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• v.43 no.1
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• pp.17-28
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• 2023

In line with the entry into the digital-based intelligent information society, the science curriculum emphasizes the cultivation of scientific competencies, and computer-based test (CBT) is drawing attention for assessment of competencies. CBT has advantages to develop items that have high fidelity, and to establish a feedback system by accumulating results into the database. However, it is necessary to solve the problems of improving validity of assessment results, lowering measurement efficiency, and increasing management factors. To examine students' responses to the introduction of the new assessment tools in the process of transitioning from paper-based test (PBT) to CBT, in this study, we analyzed the results of the PBT and the CBT conducted in 2021 National Assessment of Educational Achievement (NAEA). In particular, we sought to find the effects on student achievement when only the mode of assessment was changed without change of items, and the effect on student achievement when the items were composed including technology enhanced features that take advantage of CBT. This study is derived through the analysis of the results of 7,137 third-grade middle school students taking one among the three kinds of assessments, which were the PBT or two kinds of CBT. After the assessment, the percentage of correct answers and the item discriminations were collected for each group, and expert opinions on characteristics of response were collected through the expert council involving 8 science teachers with experience in NAEA. According to the results, there was no significant difference between students' achievement results in the PBT and the CBT-M, which means simple mode conversion type of CBT, so it could be explained that the mode effect did not appear. However, it was confirmed that the percentage of correct answers for the construct response items was somewhat high in the CBT, and this result was analyzed to be related to the convenience of the response. On the other hand, there were the items with a difference of more than 10%p from the correct answer rate of similar items, among the items to which technology enhanced functions were applied following the introduction of CBT. According to the analysis of response rate of options, these results could be explained that the students' level of understanding could be more closely grasped through the innovative items developed through the technology enhanced function. Based on the results, we discussed some guidance to be considered when introducing CBT and developing items through CBT, and presented implications.

• Proceedings of the Korea Contents Association Conference
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• 2011.05a
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• pp.351-352
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• 2011

운전면허 시험이 존재하는 동안 운전면허 학과시험은 필수적인 시험제도로 존재 할 것이며 향후 상당기간동안 지속적으로 산업화가 될 것으로 전망 된다. 그러나 기존의 서적을 통한 학습은 이미 출제 되었던 문제로 지정된 상황에 대한 대처 방법을 평가하는 것에 지나지 않는다. 또한 운전면허 학원에서 학과시험을 취득 할 경우 과도한 시간과 경비가 소요할 뿐만 아니라 학습효과 면에서도 비효율적인 것으로 평가되고 있다. 때문에 학습자의 능력, 연령 등을 고려한 맞춤형 운전면허 학과시험 시스템의 시급의 도입이 시급하며 이를 편리하게 학습 할 수 있는 E-Learning 멀티미디어 콘텐츠 개발이 필요하다. 이에 본 연구는 이러한 필요성에 따라 학습자의 상황에 맞는 맞춤형 교육이 이루어 질 수 있는 맞춤형 운전면허 학과시험 학습 시스템을 제안하고자 한다. 이를 통해 학습자의 문항반응의 오답분석을 통하여 최적의 평가문제와 학습콘텐츠를 선택하여 학습자에게 제공하는 과정을 반복함으로써 동적 맞춤형 E-Learning 학습방식을 제공하고, 난해한 교통 법규를 쉽고 재미있게 학습할 수 있을 것으로 기대해 본다.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.50-61
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• 2017

The purpose of this study is to analysis eye tracking for high school students' learning styles in the process of solving in the behavioral domains of the College Scholastic Ability Test on Earth Science I. The subjects of this study were 50 students from two classes out of 4 classes in E high school in Chungcheong province. Among them, we conducted experiments by randomly sampling 2 students of each type of learning based on the criteria that they had not encountered the problem of Earth Science I from the past two years. The findings indicate that the item correctness rate of divergers, assimilators, convergers, and accommodators were higher in the knowledge domain, application domain, knowledge-understanding domain, and understanding domain. This confirms that there is a difference among the four learning styles in the level of achievement according to the behavioral areas of the assessment questions. The latter finding was that the high eye-share of AOI 2 appeared higher than AOI 1, 3, 4 in the course of solving the problems. This is because the four types of learners pay more careful attention to the AOI 2 area, which is the cue-or-information area of problem solving, that is, the Table, Figure, and Graph area. Therefore, in order to secure the fairness and objectivity of the selection, it is necessary that an equal number of questions of each behavioral domain be selected on the Earth Science I Test of the College Scholastic Ability Test in general. Besides, it seems to be necessary that the knowledge, understanding, application, and the behavior area of the inquiry be highly correlated with the AOI 2 area in development of test questions.

• Journal of Oral Medicine and Pain
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• v.35 no.1
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• pp.1-18
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• 2010

I'd like to introduce a teaching method to improve learning efficiency. Most students are likely to ignore what they don't understand in the class of a course. The subject of Occlusion is essential to understanding prosthodontic and orthodontic subjects. It is necessary to let students know and review what they don't understand among parts of a chapter in the course of Occlusion. Therefore I look over the examination papers after every examination and input the problems that each student didn't solve into the C-language computer program and print the list of the contents that each student must study particularly. I give the lists to students and let them review and present their own weak parts of a chapter in the course of Occlusion in the next class. This teaching method leads to improvement in learning and is helpful to students as well as lecturers.

• Journal of the Korean School Mathematics Society
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• v.11 no.3
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• pp.377-397
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• 2008

In today's secondary school mathematics curriculum, assessment is to be focused on evaluating the student's mathematical thinking rather than finding the correct solution to the problem. A descriptive evaluation method is therefore introduced to the school districts and suggested as an alternative assessment method in K-12 school mathematics. Descriptive evaluation method is widely available for use in schools, but there are barriers to using it since the teachers are forced to use the method by the school districts. In this research, we surveyed 120 secondary school mathematics teachers in Seoul and the surrounding metropolitan area to understand the status and the perception about using descriptive evaluation. The goal of the study was to find and understand the direct implications of using the new assessment method in secondary mathematics classes. The study showed that most of the mathematics teachers used the descriptive assessment method during their regular exam periods which is given twice per semester. Most of the open-ended problems used for descriptive evaluation were medium or high level math questions which were graded by the teachers at least 3 times to ensure objective evaluation. The teachers stated that objectivity in grading, administrative situation, and development of descriptive problems were the difficult barriers in descriptive evaluation. The teachers in the survey also commented that teachers' administrative responsibility should be reduced and that school environment in general should be improved for the new assessment method to become successful. Finally, the study showed that development of more descriptive problems with specific grading guidelines need to be developed for each grade level.

• Journal of the Korean Chemical Society
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• v.66 no.6
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• pp.493-508
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• 2022

Chemistry is the subject which includes properties, change, and composition of matter. Chemistry has the system which explains observable properties and change with microscopic level, it explains them using scientific theory and laws. In the national-level curriculum, the properties and changes of matter are continuously dealt with from elementary school to high school, and the curriculum are organized so that students could strengthen their understanding about matter. In other words, understanding of the properties and changes of matter is the base to explain everyday life with the view of chemistry, and these two are classified as domains of chemistry in the 2015 revised science curriculum. In this study, we confirmed students' understanding about properties of matter and change of matter, through the analysis about results of the National Assessment of Educational Achievement (NAEA). For that purpose, this study analyzed the 12 items about properties of matter, and 19 items about change of matter, which were used in the NAEA from 2015 to 2019. According to the results of classifying and analyzing questions according to the core concept, the understanding about the two domains significantly changed between the proficient achievement-level students and basic achievement-level students. Depending on the achievement-level, there was a difference in explaining the phenomenon by using the perspective of particles, and by associating scientific concepts and models, or there was a difference in understanding the inquiry related to these two domains. Based on this analysis, this study discussed some implications to be improved on teaching-learning for 'properties of matter', and 'change of matter'.

• Journal of Bio-Environment Control
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• v.16 no.3
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• pp.210-216
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• 2007

A study was conducted to find mechanism and spray characteristics of a mini-sprinkler with downward spray to develop a new design type to be able to prevent drop water. The experiments were executed in a plastic greenhouse to minimize the effect of the wind. Data was collected at five different operation pressures and at 4 different raiser heights. Spray characteristics of the sprinkler such as effective radius, effective area, mean application depth, absolute maximum application depth, effective maximum application depth and coefficient of variation were determined. In order to analyze the mechanism and packing supporter of sprinkler, the numerical simulation using ABAQUS was performed. The optimum pressure for preventing drop water was determined.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.532-543
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• 2004

The teacher appointment examination is consisted of a written test, an interview, a demonstration of teaching practices, one's academic record etc. The primary written test(full credit of 100) consists of multiple-choice test of general pedagogy(30%) and constructed response test of science(70%). The science test consists of science education($20{\sim}30%$) and science content($70{\sim}80%$). Five science exams were implemented for appointing general science, physics, chemistry, biology and earth science teachers in 2002 and 2003. The credits alloted to science education domain decreased from $25.7{\sim}30%$ in 2002 to $24.3{\sim}25.7%$ in 2003. The percentage of correct answer was similar between science education and science content domain in 2002, but the percentage of correct answer in science education domain(70.2%) was 29.8% higher than that of science content domain in 2003. Earth science exam almost reached the target mean score of 60 but the other four exams showed the mean scores ranging from 45.0 to 52.7 in 2002 and from 40.1 to 49.6 in 2003. The percentage of high difficulty items(p<40%) was 41.2% in physics and chemistry in 2002, 50% in physics and chemistry, and 45% in biology in 2003. Seventy eight percent of the items showed fairly high discrimination index(r>.30). In addition, the reliabilities of 5 tests were from .79 to .88. In conclusion, it is recommended that the credits alloted to science education domain should be increased up to 30%, and exam difficulties should be lowered to a proper level by making science content items easier.