• Communications of Mathematical Education
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• v.32 no.3
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• pp.435-453
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• 2018

The results analysis of National Assessment of Educational Achievement(NAEA) can provide various implications for teaching and learning in the school field. In this study we analyzed the deviation of NAEA achievement level-based correct-answer rate and the distribution of the responses percentages for three years from 2015 to 2017 focused on multiple-choice items. First we calculated the deviation of correct-answer rate between advanced level and proficient level and between proficient level and basic level, and then we selected the items whose deviation of correct-answer rate is more than the third quartile. We explored what the content areas, behavior areas and achievement standards of each item are and what the achievement standards and characteristics of these questions are. Based on the results of the analysis, we intended to derive implications for appropriate teaching-learning methods at each achievement-level.

• School Mathematics
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• v.7 no.1
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• pp.33-54
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• 2005

One of the major results of National Assessment of Educational Achievement in 2003 is that the final test results were reported by four levels such as Advanced, Proficient, Basic, and Below Basic. We used it to investigate into the characteristics of students according to achievement levels, and finally we listed them. We think that these results will be a help to instructions according to achievement levels.

• 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.

• School Mathematics
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• v.6 no.3
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• pp.301-312
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• 2004

The aim of the National Assessment of Educational Achievement (NAEA) is to produce specific and reliable resources required for the diagnosis and quality control of teaching and learning by measuring the level of students achievement based on the national curriculum. In 2002, we introduced ‘modified Angoff Method’ to obtain more systematic and rational results about the achievement levels. The result indicated the differences of achievement level according to the differences of sexes. Female students achieved higher scores than male students in Grade 6. Male students achieved higher scores than female students in Grade 9 and 10. Furthermore it disclosed a problematic phenomenon that students in small towns and rural areas showed significantly lower scores in all six sub-areas of Mathematics compared with students in metropolitan and cities. The results from the NAEA listed above could be used as the authentic data for improving national curriculum and teaching and learning methods, the establishment of educational policies, and many other areas.

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.273-288
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• 2009

This study analyzed gender differences in variability with the results of National Assessment of Educational Achievement on Mathematics from 2003 to 2006, which subjects are 3rd, 9th and 10th grades. The purpose of the analysis was to explain gender differences in mean of mathematical ability scores from a different angle. The results and conclusions obtained in this study are as follows: First, regardless of grades and mean differences, male assessment scores were consistently more variable than female assessment scores. Second, for same male and female students, scores in later grades were almost consistently more variable than those in earlier grades. Third, for all grades, the ratios of males in an advanced and below-basic levels were generally higher than those of females in the same achievement levels.

• Journal of the Korean School Mathematics Society
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• v.24 no.4
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• pp.407-428
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• 2021

This study compares and analyzes the mathematics assessment items of the middle school's national-level academic achievement tests in Korea and Japan, recently revised as a competency-focused curriculum. By comparing and analyzing the assessment items in each country, the analytic framework is integrated into content areas, contexts, and competencies. The characteristics of each country's assessment items developed for each content area were analyzed using the framework. We suggested some implications on developing and improving national-level academic assessment items.

• The KIPS Transactions:PartA
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• v.17A no.1
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• pp.45-52
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• 2010

The National Assessment of Educational Achievement has been conducted in the form of sampling assessment until 2007, but it was converted into sampling assessment one hundred percent working with relevant whole students in 2008. Therefore, the necessity of new study on the national assessment system of educational achievement was on the rise. The National Assessment System of Educational Achievement, which was implemented in this thesis was designed to analyze educational achievement status all over the province, total score and score frequency distribution per subject, item difficulty and item discrimination, degree of attraction of wrong answers, educational achievement per subject, gender, region, office of education, school, individual and status of students with high educational achievement.

• The Journal of the Korea Contents Association
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• v.10 no.12
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• pp.477-491
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• 2010

This paper aimed to understand current trends in online lectures for Korean SAT based on students' academic performances through a qualitative interview approach. In results, the highest academic performance group showed a good deal of interest and usage in online lectures. This group participants preferred private online lectures to public ones. However, the lowest academic group liked to use public online lectures. The middle academic groups who lived in an expensive area spent a lot of money for tutoring or attending private institutes rather than online lectures. Suggestions are: self-regulated learning is needed, public onilne lectures should have improved contents, and lastly, these online lectures are required to be connected with regular school curriculum.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.465-475
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• 2015

The purpose of this study is to analyze the results of physics (optics) in nationwide standardized assessment and to investigate middle-school students' characteristics of achievement by using an option response rate distribution curve. For this purpose, we analyzed the 10 optics problems from the National Assessment of Educational Achievement (NAEA) items for middle school science subject conducted in 2010-2013. The results of this study are as follows; First, students showed a little higher achievement in optics than classical mechanics and electromagnetism. Second, students achieved significantly worse in 'formation of image' in 'light' part and 'variation of phase in propagation of wave' in 'wave' part. Third, students showed a context-dependent problem solving strategy and result. Additionally, we suggested some implications about the readjustment of some optics concepts level of national science curriculum, the need for teaching and learning strategies for basic level students, and the need for teaching and learning strategies focused on the realistic context.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.473-483
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• 2020

The purpose of this study was to analyze the characteristics of students' academic achievement of middle school science curriculum achievement standards in the 2009 revised national curriculum and to generate implications for curriculum improvement. Based on the results of the 2015-2018 National Assessment of Educational Achievement (NAEA), we analyzed middle school students' mastery of 84 curriculum achievement standards. In the analysis, we used representative item information by achievement level and correct answer rate and checked the validity of the determination of mastery. According to the results of the analysis, 15 of the 84 achievement standards could not determine the degree of achievement. In science, many achievement standards could be mastered only by above-average group students. By achievement level, there were six achievement standards that advanced achievement-level students did not achieve, 38 achievement standards judged to represent mastery by advanced achievement-level students, 23 achievement standards judged to represent mastery by proficient achievement-level students, and two achievement standards judged to represent mastery by basic achievement-level students. By content area, the number of achievement standards corresponding to advanced and proficient levels was similar in the areas of motion and energy and earth and space domains. In the material and life domains, there were more achievement standards corresponding to advanced levels. Accordingly, it is necessary to reinforce customized teaching and learning activities in relation to achievement standards that were under-achieved.