• Journal of Science Education
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• v.34 no.1
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• pp.164-174
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• 2010

The purpose of this study was to find out taxonomic characteristics of objectives infered from questions of summative evaluation by analyzing those objectives with Bloom's revised taxonomy of educational objectives. 1,711 questions of midterm and final examinations collected from 25 middle schools were analyzed to classify objective of each question. The major findings of the study were as follows: first, from the analysis of objectives in the knowledge dimension, the assessment of factual knowledge was most prevailing(67.6%) in the biology summative evaluation. In the cognitive process dimension, memory assessment was most dominant(76.1%). Thus, the main objectives of evaluation leaned toward particular classes in the Bloom's revised taxonomy, which was different from the findings of earlier studies on the weights of evaluation areas. Second, the level of the objectives should be determined in consideration of the grade of middle schoolers, as their cognitive level improves with grade. In fact, however, there was no difference among three grades in characteristics of objective taxonomy.

• Proceedings of the Korea Information Processing Society Conference
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• 2010.11a
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• pp.405-408
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• 2010

문항은 지필평가의 핵심요소이다. 문항의 표현은 전통적으로 문항카드를 이용했다. 교육정보화가 발달하면서 온라인 평가 서비스는 다양한 문항의 표현 구조를 만들었으나, 새롭게 주목받고 있는 스마트 러닝 환경에 그대로 사용하기에는 한계가 있다. 이 논문은 국내의 평가 특성과 스마트 러닝의 이동성을 고려한 문항 표현 구조를 제안한다.

• Journal of KIISE:Computing Practices and Letters
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• v.9 no.4
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• pp.431-438
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• 2003

In this study, we have developed a web-based adaptive testing system using item response theory´s computerized adaptive testing to diagnose underachievers, and to check the evaluation results immediately. Adaptive testing system simple is not the fact that it presents a question to students. It calculates information of a question and presents the question to students. It controls the response of the students under extraction conditions of the next question. It extracts the question which is the most suitable it presents. In this adaptive testing system, you can extract questions according to the level of the students, and adjust the length and the level of the difficulty according to the response of the students.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.135-159
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• 2020

The purpose of this study was to develop items of an essay response assessment that could align with the instructions and assessments in the high school home economics curriculum. The contents of the study were as follows. First, to establish an assessment plan, 14 achievement standards were analyzed in the assessment area, and the elements of the questions were developed including the content elements of a total of 29 questions. Second, to develop the assessment tools, preliminary questions suited to the structure of essay questions were developed, and the method of presenting data and scoring criteria to be utilized in the questions was selected. Third, to prepare the answers and the scoring criteria tables, the answers to the sample questions for each score were prepared in form of a scoring criteria table, and the objectives of the assessment, the scoring items, and the scores for each item were reviewed. Fourth, the developed questions and answers were revised and supplemented by teachers of the professional learning community through preliminary and mutual review on the components of the questions, the embodiment of the assessment objectives, the implementation of the assessment intent, and the grading. This study can be used as a foundational study for the development of essay-type questions and scoring criteria in essay assessment in the field of education. Furthermore, the results of this study could help teachers enhance their learners' ability to apply knowledge in the future.

• Journal of the Korean Chemical Society
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• v.65 no.1
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• pp.48-57
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• 2021

This study analyzed the science assessment items that were conducted by the paper and the computer-based assessment in the TIMSS 2019 pre-test, which is an international academic achievement assessment. We examined whether the test mode influenced the percentage of items answered correctly by each graders. As a result, there was no significant difference in the correct answer rates of science items according to the test media in 4th and 8th graders. Looking at the each graders, the difference in the percentage of correct answers was relatively large in the fourth grader rather than the eighth grader. In terms of items, the difference in the percentage of correct answers was relatively larger for the constructed items than the multiple choice questions. As a result of analyzing the content of science and assessment items on the influence of the test media, the multiple choice items showed little difference between the paper and the computer-based assessment items, but the answer-type items tended to have a lower percentage of correct answers than the paper-based assessment. In addition, by grade, 4th graders showed lower percentages of correct answers in the constructed items than 8th graders. This study provides implications related to the development and introduction of computer-based assessment in Korea, and suggests an educational implications for computer-based assessment to be well established as school evaluation.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.573-594
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• 2014

Capacity of making assessment items among teacher's assessment competency is essential element in validity and reliability of assessment. Errors in test items on the formal and content aspects can be a big stumbling block to derive a correct evaluation result. Through this assessment, the positive feedback can not be derived. In this study, By analyzing midterm and final 60 exam papers for geometry and vector in 45 high Schools of Seoul GyeonggiIncheon area, We argue error items and improvements on the formal and content aspect the paper-based assessment of mathematics. Through this, Our intention is to improve the skills of teachers for making assessment items.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.149-168
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• 2007

The purpose of this study was to analyze the home economics education items in the teacher recruitment examination for secondary school. To achieve the purpose, all the home economics education items, which were carried out for seven times from the school year 2001 to the most recent year 2007, were compared and analyzed. The form of items was analyzed by frequency and rate. Behavioral domain of items was analyzed by content analysis. In this study, some recommendations were suggested for the quality of home economics education items through discussion of science education and society education items, which were abstracted from the school year 2001 to the most recent year 2007. The results of this study were as follows. First, the score ratio of home economics education items was fluid as 20-30% from the school year 2001 to 2004 but it fixed as 30-35% since the school year 2005. In subcategory of home economics education, curriculum items accounted for highest ratio(43%). In the next thing, items of teaching-learning method(35%), evaluation(19%) and philosophy(3%) related to home economics education were followed in order. Second, the form of home economics education items was coexistent form of single item and subordinate item from the school year 2001 to 2004. But it was changed into form of single item by 100% since the school year 2005. Third, regarding the content of home economics education items, most of the curriculum items were related to the content of the 7th National Curriculum. Teaching-learning method items were taken mostly from model of teaching-learning. Evaluation items were taken mostly from performance assessment. Philosophy items related to home economics education were taken only from Habermas's three systems of action on the school year 2005. Fourth, about behavioral domain of home economics education items, most of the curriculum items were level of 'simple knowledge or memory'. Therefore, it was suggested that behavioral domain of curriculum items had to be changed into 'complex knowledge or comprehension and application'. The behavioral domain of teaching-learning method items and education evaluation items was mostly 'complex knowledge or comprehension and application'. However, to bettering the items it was suggested that the behavioral domain of them has to be changed 'comprehension' into more 'application'. Fifth, regarding the coverage of home economics education items, curriculum items were limited only superficial content of the 7th National Curriculum. Therefore, it was suggested that coverage of curriculum items had to be extended to theoretical content, which was philosophical background and various principles of curriculum. It was suggested that coverage of teaching-learning method items had to be extended to the content including various teaching-learning theories and the practical reasoning home economics instruction proved effective as home economics instruction recently. Evaluation items were taken mostly from performance assessment. Therefore, it was suggested that coverage of evaluation items had to be extended to analysis of evaluation result, item validity and reliability, and evaluator's philosophical perspective.

• Proceedings of the Korea Multimedia Society Conference
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• 2001.06a
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• pp.403-406
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• 2001

문제은행 시스템은 피험자의 조건에 따라 데이터베이스에서 문항을 추출하여 가상공간에서 평가를 수행한다. 가상 공간에서의 평가는 피험자에게 적용하는 경우 출제 빈도에 따라 운항의 난이도 및 변별력에 영향을 주게 된다 출제 빈도에 따라 난이도나 변별력이 낮아지는 문항은 출제를 제한하는 기준이 필요하다. 본 논문에서는 문항 사후 난이도와 문항 변별도를 기반으로 하여, 문항 차분 난이도를 주기적으로 측정하고 난이도 차이가 일정 수준 이상이 되는 문항에 대해 출제를 제한하는 방안과 전체 피험자에 대한 운항의 변별력을 측정하러 변별력이 떨어지는 문항을 출제자에게 문항을 수정하게 하거나 삭제하도록 하는 방안들 제안한다.

• Journal of the Korean School Mathematics Society
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• v.15 no.2
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• pp.281-297
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• 2012

Mathematics evaluation is aimed at measuring students' mathematical ability to think and achievement. Moreover, the quality of mathematics education at school is elevated by the test questions analysis and application process. And the starting point of evaluation is to make good test questions. This study is composed of four parts. First, theoretical background associated with making test questions is surveyed. Second, example questions according to the education goals and question-making cautions are presented. Third, four practical stages of making test questions which consist of designing, making the first draft of questions, verifying and making the final draft of questions, are illustrated.

• Proceedings of the Korea Information Processing Society Conference
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• 2007.11a
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• pp.609-612
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• 2007

정보사회와 컴퓨딩환경의 발전으로 언어, 학력, 인지도 등의 평가도구로서 컴퓨터기반의 평가환경이 보편화되었다. 특히 컴퓨터기반의 학력평가 환경을 위해서는 문항의 난이도와 변별도 등 문항의 특성을 정확히 분석하는 것이 필수적이다. 문항분석은 컴퓨터기반의 평가를 위한 양질의 문제은행 구성 및 문항과 수험자 능력의 정확한 추정과 체계적이고 과학적인 평가를 위한 전제조건이라 할 수 있다. 본 논문에서는 고전평가이론의 문제분석을 적용한 문제은행 시스템을 구현하였으며 수험결과를 분석하여 각 문제의 곤란도나 변별도, 문항분포도를 통하여 문제를 분석할 수 있도록 하였다. 또한 수험자가 각 문제를 푸는데 걸린 시간을 기록하여, 수험자의 문제에 이해도를 정확히 분석하고 수험자의 추측, 랜덤 선택 등으로 인한 정답을 맞힐 가능성과 한 문제를 읽고 이해하는 시간이 너무 오래걸린 이유에 대해서도 추정하였다. 문제분석 및 수험결과의 평가 및 분석으로 교사들은 문항의 양호도를 높일 수 있고 문제은행에 저장되어 있는 문항들을 수정하고 보완하여 양질의 문항을 출제할 수 있도록 하였다.