• Journal of The Korean Association For Science Education
• /
• v.20 no.3
• /
• pp.455-467
• /
• 2000

The purpose of this study was to investigate the characteristics of formative assessments practiced in middle school science teaching from a constructivist perspective. In order to examine the practices of formative assessments in science teaching, 7 science classes were observed and video-taped for each of 2 instructions. We also interviewed the teachers and 3 students per each class with semi-structured questions. The findings indicated that 3 types of formative assessments were generally used in science teaching; planned, interactive, and transitional from planned to interactive. Teachers tended to assess students' personal, social, and scientific developments through formative assessments. The assessment of scientific development was the most frequent pattern and was classified into the assessments of content, process, and context. However, formative assessments concerning content covered in class were dominant. The processes of formative assessments consisted of three interdependent stages; getting informations from students, judging their responses, and giving feedbacks to them. The types of questions and feedbacks used were also influenced by the extent of interactions between the teachers and the students.

• Proceedings of the Korean Institute of Intelligent Systems Conference
• /
• 2006.11a
• /
• pp.235-238
• /
• 2006

기존의 학습평가 시스템은 학습자의 학습 수행능력을 판정하기 위한 진단평가와 학습능력의 향상 정도를 측정하기 위한 형성평가를 독립적으로 수행하여 평가하기 때문에 학습 수행능력을 보다 명확하게 처리하기 곤란하다는 단점을 가진다. 따라서 본 논문에서는 학습자의 수행 능력을 보다 객관적으로 평가하기 위해서 진단평가와 형성평가를 통합평가할 수 있는 다-단계 학습평가 방법을 제안한다. 제안된 방법에서는 진단평가와 형성평가의 수준 정도를 반영하기 위해 서로 다른 가중치를 적용하여 학습능력을 평가하였다. 또한 각 평가단계에서 퍼지추론을 통해 획득한 비퍼지화된 실수 구간을 최종평가에 적용함으로써 학습자의 수행능력과 능력 향상을 보다 종합적으로 평가할 수 있도록 하였다.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2019.07a
• /
• pp.347-348
• /
• 2019

컴퓨터 프로그래밍 수업에서 학습자들의 평소 학습 이해도를 파악하는 방법으로 형성평가가 보편적으로 많이 이용되고 있다. 교수자에게 형성평가는 학습자들의 이해도를 파악하는 방법이지만, 평가 결과를 성적에 반영할 때 학습자들에게는 학습 동기를 향상시킬 수 있는 요소임을 선행 연구를 통해 알 수 있었다. 본 연구에서는 수년간 컴퓨터 프로그래밍 수업에 적용해온 형성평가의 문제 난이도를 조절하여 난이도가 학습자들의 학습 동기 부여에 얼마나 영향을 미치는 요소인지를 살펴보고자 한다. 특히 형성 평가에 출제한 문제의 난이도 정도가 형성평가 다음에 이어지는 중간고사나 기말고사 등의 큰 평가에서 얼마나 긍정적인 영향을 미치는지를 통해 학습 동기 부여 정도를 분석하고자 한다.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2014.07a
• /
• pp.399-400
• /
• 2014

컴퓨터 프로그래밍 수업의 특성상 교수자가 평소 학습자들의 학습 수준 및 학습 이해도를 파악하는 것은 다음 수업을 준비하는데 있어서 매우 중요하다. 학습자들의 평소 학습 이해도를 파악하는 방법으로 형성평가가 가장 많이 이용되는데, 동일한 과목에도 형성평가 방법은 매우 다양할 수 있다. 본 연구에서는 다년간 컴퓨터 프로그래밍 수업에 적용해본 다양한 형태의 형성평가 방법들이 학습자들의 성적 변화에 어떤 영향을 미치는가를 분석해보았다. 그 결과 형성평가 수행 시기는 중간고사나 기말고사처럼 큰 시험을 앞둔 1~2주전과 같이 학습자들이 학습에 대한 필요성을 절실히 느낄 때 실시하는 것이 성적 상승에 더 긍정적인 영향을 주었고 평가방법으로는 프로그래밍 수업을 특성상 퀴즈와 프로그래밍 평가를 함께 실시하는 것이 성적 상승에 좋은 영향을 미쳤다.

• Communications of Mathematical Education
• /
• v.31 no.4
• /
• pp.409-432
• /
• 2017

The purpose of this study is to find out the importance of process - based evaluation and to find a way to set up and operate the formative assessment which is getting attention. As one of the ways, we investigated the effect of formative assessment through student's interactive feedback on mathematics achievement and attitude of fourth grade students in elementary school. In order to conduct the study, two groups of homogeneous grades were selected. In the experimental group, formative assessment was conducted through student's interactive feedback. In comparison group, formative assessment was conducted through self - confirmation feedback. Statistical analysis of the results after the experiment showed that the formative assessment through student's interactive feedback was found to have a positive effect on the improvement of mathematics achievement. In addition, the formative assessment through student's interactive feedback positively changed the mathematics attitude. Therefore, this suggests that applicability of formative assessment through student's interactive feedback in elementary school classroom instruction, as well as implications for follow - up study for effective implementation of formative assessment.

• Journal of Engineering Education Research
• /
• v.13 no.1
• /
• pp.62-69
• /
• 2010

Program learning outcome is widely used for assessing and improving program quality. There are various methodologies that can measure program quality and improve program learning outcomes. In this paper, we used formative approach in Capstone design course, since it is the most effective in terms of improving program learning outcomes due to the course's intrinsic nature. To integrate a formative approach into Capstone design course, we develop a feedback structure which is a key element in formative approach and define several sub phases that manage feedback structures and their own evaluation criteria. As a result, we observed a noticeable improvement for students performance in capstone design course.

• Journal of The Korean Association For Science Education
• /
• v.42 no.5
• /
• pp.501-514
• /
• 2022

This study aims to reveal what is necessary for pre-service science teachers to make good use of online formative assessment in the context of online classes. For 22 pre-service physics teachers, first, the preliminary perception of online classes, online formative assessment, and formative assessment was investigated; second, the practice process of online formative assessment was examined. Then the differences between perception and practice were compared and analyzed. Data were collected in preliminary surveys, lesson plans, online formative assessment items, and interview data. As a result of the study, an interaction was mentioned as the difficulty of online classes in the preliminary perception, and pre-service teachers mentioned the use of technology, feedback, and adjustment as advantages of online formative assessment. In most cases of practice, the automated feedback was used using the platform's technology, but it did not lead to adjustment and interaction. In addition, the use of items in online formative assessment was not suitable for formative functions. The reason why the interaction using formative feedback did not occur seems to be because the understanding of formative assessment was insufficient. Pre-service teachers need to be prepared for the 'formative' function through the feedback of online formative assessment so that can lead to interaction in online classes. The shift to online classes is creating difficulties, especially in interaction. It is necessary to prepare and educate pre-service teachers on fundamental aspects that can overcome these difficulties.

• Communications of Mathematical Education
• /
• v.25 no.2
• /
• pp.431-450
• /
• 2011

Formative assessment is considered one of the effective strategies for teaching and learning mathematics. But it seems that there are few systematic researches which cover the process of practicing formative assessment in a class and providing feedback to the students. This study adopts CRESST Formative Assessment Program as a prototype. After some modifications of it to suit our educational system, this study analyzes the effectiveness of applying that program to the 7th grade level-differentiated math classes. Afterwards, this study tries to draw some significant educational discussions and implications for improving teaching and learning mathematics.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2014.01a
• /
• pp.391-392
• /
• 2014

본 논문에서는 컴퓨터 프로그래밍 수업에 형성 평가를 여러 차례 적용하여 가산점을 부여하는 경우 학습자들의 학습 의욕과 성적 향상도에 어떤 영향을 미치는지를 연구하였다. 비교 분석을 위해 형성 평가를 적용한 그룹과 적용하지 않은 학습자 그룹의 성적 향상도를 비교하였으며, 그 결과 이와 같은 평가 방법을 통해 형성 평가를 적용한 그룹 중 중위권 이상의 성적을 갖는 학습자들의 성적이 상대적으로 더 크게 향상된 것으로 분석되었다.

• Journal of the Korean Chemical Society
• /
• v.43 no.6
• /
• pp.720-727
• /
• 1999

The science teachers' perceptions and the status of formative assessment in science teaching were identified through a questionnaire. The majority of teachers thought that the most important goal of assessment in education was to identify to what extent pupils achieved learning objectives. They suggested that formative assessment was the most appropriate method regardless of the purposes of assessment. They thought that formative assessment was an assessment carried out at the end of lesson to identify to what extent pupils achieved learning objectives. The teachers stressed the need for formative assessment to identify what pupils achieved. But they carried out formative assessment about once a week and there were very few teachers carrying out formative assessment during the lesson. They responded that it was difficult to carry out formative assessment because of large class size, lack of time and difficulty in preparation. And they used the information from formative assessment to judge the level of attainment.