• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1158-1174
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• 2011

In this study, we examined the compositions, basic principles, and the area of the National Higher Education Entrance Examination (GaoKao) in 2009, we also analyzed the categories and characteristics of items. Also, the GaoKao was analyzed in terms of test specifications, the number of items, item patterns, difficulty levels, and implications of the College Scholastic Ability Test(CSAT) were explored. Results show Natural Science section of the National Test 1, 2 are 300 points per 150 min, and Natural Science, and Chemistry of Shanghai is 150 points each per 120 min. Also, the GaoKao contained multiple choice and fill in the blanks questions, and the description items are composed of experiments of various types. The GaoKao Natural Science section is composed of physics, chemistry, biology but not earth science, which is different from the CSAT. GaoKao requires basic understanding or the observation ability to reasoning, the complex thinking ability, especially emphasized on the experiment ability. The range of possible questions is in the examination outline, not the curriculum, and the ratio of questions from the University level is high. In the analysis of the behavioral domain, the ratios of the understanding and application items is higher than the CSAT, and inquiry items is lower, but the inquiry items are deeper. In case of the ratio of the expected correct answer, National Test 1 and National Test 2 is similar, but the difficult items or about 20~39% of the test is 4~5 times to that of the CSAT, making the GaoKao very difficult. The peculiar characteristics of GaoKao is the emphasis on the experiment, and even though the practical items is of lower ratio, they are very useful in life.

• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.26-30
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• 2004

• Proceedings of the Zoological Society Korea Conference
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• 1999.10b
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• pp.313.2-313
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• 1999

• 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.

• Journal of the Korean Chemical Society
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• v.59 no.5
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• pp.445-453
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• 2015

In 2005, descriptive assessment was introduced to increase students’ higher mental ability like problem-solving ability and creativity. Every year the ratio of descriptive assessment increases and it is regarded as an alternative evaluation to a multiple-choice item which measures simplicity knowledge. Externally the descriptive assessment took a root in school, but we can’t say definitely that it meets its original goal. In this paper, science descriptive assessment items of 5 middle schools in Gyeonggi-do were analysed; examiners was interviewed about how well they understood the characteristic of the assessment items. According to the analysis, characteristic of the items are ① unequal distribution of unit, ② difference of item’s type by unit, and ③ disappearance of measuring higher mental ability. It is considered that there are several factors of these characteristic - the lack of teachers’ ability to make assessment item; understanding of assessment instrument. These factors can be explained by the lack of assessment expertise. So the society’s effort is needed to raise teacher’s ability for the descriptive assessment.

• Journal of Korea Society of Industrial Information Systems
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• v.27 no.2
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• pp.11-24
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• 2022

For the questions asked for LMS-based online evaluation the professor directly set exam questions, or use the automatic question-taking method according to the level of difficulty using the question bank divided by category. Among them, it is important to manage the difficulty of questions in an objective and efficient way, above all, in the automatic question-taking method according to difficulty. Because the questions presented to the evaluators may be different. In this paper, we propose an difficulty re-adjustment algorithm that considers not only the correct rate of a problem but also the time taken to solve the problem. For this, a logistic regression classification algorithm was used of machine learning, and a reference threshold was set based on the predicted probability value of the learning model and used to readjust the difficulty of each item. As a result, it was confirmed that there were many changes in the difficulty of each item that depended only on the existing correct rate. Also, as a result of performing group evaluation using the adjustment difficulty problem, it was confirmed that the average score improved in most groups compared to the difficulty problem based on the percentage of correct answers.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2002.05a
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• pp.3-8
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• 2002

대규모 수험자를 대상으로 하는 경우, CBT 방식은 PBT 방식에 비해 비용이나 처리 방법에 있어 효율적이라는 장점을 갖고 있다. 하지만, CBT 평가가 제대로 운영되려면 많은 문항으로 구성된 대규모의 문제 은행이 있어야 하며, 기 구축된 문항은 적합성과 공정성이 반드시 보장되어야 한다. 이에 본 연구는 4,000여 명 이상의 수험자를 대상으로 8000문제가 넘는 문제 은행이 구축되어 실제 CBT 시스템을 개발·운영하고 있는 P 대학교 CBLT 테스트 시스템의 문항들을 분석할 방법을 제안한다. 연구 결과 CBLT 테스트 시스템의 문제 은행의 개별 문항들이 출제자 1인의 주관적 판단에 달려있어 문항에 대한 질 관리가 어렵다는 문제점을 해결하기 위해서는 고전검사이론이 적합하다고 판단된다. 그러나 매 시험이 동질한 문항 세트로 구성되기 위해서는 문항에 대한 충분하고 객관적인 자료가 절대적으로 필요하다. 이를 위해서는 CBLT 테스트 시스템과 같이 응답자 수가 2∼300여 명 전후이며, 40문항의 문항 세트에 대한 분석은 2모수 정도가 적당하다고 판단된다.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.585-597
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• 2019

The purpose of this study is to analyze science subject items in the first screening stage of the elementary school teacher employment examination based on pedagogical content knowledge (PCK) and provide suggestions for improving the items. For this purpose, an analysis framework to analyze the items was developed and a total of 14 unit items between academic years of 2013 and 2019 were analyzed according to the analysis framework. The analysis of the results reveal that 'subject matter knowledge' of the five PCK components was most frequently included in the items. 'Instructional strategies and instruction for science education' was also frequently included although less than that of the previous component. However, 'assessment in science education', 'students', and 'curriculum for science education' were a little included. There were also assessment domains and contents which were not involved in the items. In the aspects of integration, the integrations between two components of two types were frequently found. No integrations were also frequently included although less than the previous category. The integrations among three or four components were also slightly found. Integrations among five components were not found. 'Subject matter knowledge' or 'instructional strategies and instruction for science education' with other components were more frequently found. However, the integrations of 'assessment in science education', 'students', and 'curriculum for science education' with the other components were less frequently found. Educational implications of these findings are discussed.

• Journal of Science Education
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• v.38 no.1
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• pp.168-181
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• 2014

The purpose of this study was to monitor evaluation in science education at primary and secondary school in Korea. In order to do this, the survey was administered. The subject was 518 teachers; 292 elementary school teachers, 110 middle school science teachers and 116 general high school science teachers. It was found that the ratio of paper examination increased while that of performance evaluation decreased according to the grade of school. In the science paper examination, the ratio of selection type item was higher than that of supply type item, and the ratio of item belonging to knowledge area was higher than that of item belonging to the inquiry area regardless of the grade of school, teaching career, and teacher's gender. The teachers recognized the necessity of supply type item, but they suffered from the reliability of the result of that item. And it was hard for them to do performance evaluation because it took much time and effort. This study suggested that the high-quality in-service teacher training be provided and laboratory assistants who help the science experiment and grading test papers be employed in order to fulfil the performance evaluation and increase the ratio of supply type item and items belonging to the inquiry area.

• Journal of the Korean Chemical Society
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• v.47 no.5
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• pp.505-518
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• 2003

A survey has been administered to investigate the adequacy of the chemistry teacher employment examination. The questionnaires were sent to the professors of the fourteen departments of chemistry education all over the nation and the responses were collected from the thirteen departments. From the analyses of the responses, the problems were pointed out and the suggestions were made for the improvement of the examination to recruit excellent chemistry teachers. Reconsideration of the ratio of subject matter education to subject contents, adjustment of format and number of questions, maintaining of proper degree of difficulty and discrimination of items, reconsideration of relevancy to practical education, raising the number of committee for the examination, the reflection of the 7th science curriculum, and opening to the public of the information related to the teacher employment examination were discussed.