• 한국수학교육학회지시리즈E:수학교육논문집
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• 제28권4호
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• pp.553-571
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• 2014

근래 수학의 학습에서 수학의 내용뿐만 아니라 수학적 과정을 평가할 수 있는 문항의 중요성에 대한 인식이 확산되고 있다. 본 연구에서는 수학의 내용과 더불어 수학적 과정 즉, 수학적 의사소통, 추론, 문제해결을 명시적인 평가요소로 포함하는 서술형 문항으로서 '수학적 과정 문항'이라는 개념을 제안하고, 수학적 과정 문항의 제작을 위한 예시 평가기준과 문항 및 채점기준 개발을 통해 서술형 문항을 활용한 수학적 과정 평가 방안을 논의한다.

• 과학교육연구지
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• 제37권3호
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• pp.458-475
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• 2013

성취평가제 도입에 따라 교사들이 이에 부합하는 평가 문항을 제작하는 능력의 중요성이 강조되고 있다. 본 연구는 예비 물리 교사들의 학생평가 전문성 신장을 위한 기초 자료를 제공하기 위해 예비 물리 교사들이 제작한 형성 평가 문항을 살펴보았다. 물리교육학과 2학년에 재학 중인 17명의 예비교사들이 이 연구에 참여하였다. 이 연구를 위해 우리는 예비교사들에게 형성 평가도구로써 선다형 물리 개념 문항을 제작하게 하고 예비교사들이 제작한 문항을 서로 검토하는 과정을 관찰하였다. 예비교사들은 5시간의 검토 과정을 통해 그들의 문항을 수정해 갔으며 16명의 예비교사들이 최종 완성된 문항을 제출하였다. 연구 결과, 예비교사들은 다소 낮은 수행 능력을 보였다. 문항을 제작하고 검토함에 있어 예비교사들은 다양한 관점을 가지지 못하였으며 대부분이 학생들이 가진 개념에 가한 정보를 얻는 것을 고려하지 않았다. 이러한 연구결과는 예비교사들이 문항 제작에 있어 어려움이 있음을 나타내 주고 성취평가제 도입의 성공적인 정착을 위해 예비교사들의 학생평가 전문성 신장을 위한 특별한 방안이 필요함을 보여준다.

• 한국초등과학교육학회지:초등과학교육
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• 제19권2호
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• pp.83-92
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• 2000

The purpose of this study was to investigate the characteristics of formative assessment in elementary school science teaching. In order to examine the practices of formative assessment in science teaching, 8 science classes were observed and video-taped for each of two instructions. We also interviewed the teachers and students with semi-structured questions. The result indicated that the teachers used planned formative assessment and interactive formative assessment. Teachers assessed three aspects of student loaming in science classroom: the student's personal, social and science development. However, the majority assessed in science teaching was science development. Teachers used observation, question and answer, dialogue, reports, and presentation as the formative assessment methods. The process of formative assessment was categorized as to get information, to judge and to give feedback. These three aspects were interrelated and interdependent. The type of question and feedback was influenced on the extent of the interaction between teachers and students.

• 한국환경과학회지
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• 제6권3호
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• pp.213-218
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• 1997

The question style In high school enoronmental science textbook was examined in terms of the placement, frequency, and type of question, and then analyzed the kind of scientific Inquiry process elicited by the question In the topic of textbook using the Tektbook guestioning Strategy Assessment Instrument (TQSAI). The average number of question per topic was only 0.6. The number of all Question In the high school enororunental science textbook was very little : the number of non-experiential Question was 8 and that of experiential one was 3. The total number of sentence was 1,236 and the ratio of the number of Question to that of sentence was 0.9% . The frequency of non-experlential question was higher than that of experiential one. In action part of the textbook, there were more kinds of Question styles than In the matin part.

• 한국멀티미디어학회논문지
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• 제11권6호
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• pp.891-902
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• 2008

The software once developed enters in to the $2^{nd}$ phase of its useful operational life, where it performs its functions for which it has been developed. This is an important phase of software life, wherein the developers and users have to assess the performance of the software to prolong its operational life with efficiency, effectiveness and economy. Performance of the software is based on the measurement of the quality characteristics to ascertain that it is meeting or exceeding the needs of customers in terms of its functionality, usability, efficiency, reliability, availability, maintainability, portability etc. These software quality attributes defined under ISO 9126 provide an overall good framework for assessing the performance of the software. This paper describes a Software Performance Assessment (SPA) model using the Goal-Question-Metric (GQM) paradigm which has been applied to the operational software in real context with successful results.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제4권2호
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• pp.151-163
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• 2000

This research is the object to investigate these thing; how do teachers undertaking at the spot classrooms to recognize performance assessment and how do they decide to question and how go the present practiced state and what is the problem points in the present performance assessment. Additonal things of problem point like a research object are following; Lets look over recognition, actual situations and various problems for mathematics performance assessment of elementary school teachers. Concerning question papers, the problem largely lie in 4 regions, that is to say the recognition of performance assessment, the current state of affairs in practice, deciding questions and problems of putting theory into practices, of the 480 teachers-the object of our studies-about 380 returned our questionaire. However, as there were too many in the age range 30 to 40 are excluded 80, choosing 300 to us as data in our analysis.

• 한국경영과학회:학술대회논문집
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• 대한산업공학회/한국경영과학회 1994년도 춘계공동학술대회논문집; 창원대학교; 08월 09일 Apr. 1994
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• pp.587-595
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• 1994

The use of flight training simulators has been increased remarkably during the past 20 years stimulated by the benefit that simulators can contribute to safety and training efficiency. Simulators have incorporated higher and higher levels of reality to provide more realistic training. Now, however, users are beginning to question how such reality is enough. Especially, it has raised question about the need for a notion system in the aircraft simulator. To help answer this question, this report describes notion cue requirements and types of motion system, and finally presents the assessment of the effectiveness of three different notion system alternatives.

• 대한수학교육학회지:수학교육학연구
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• 제8권1호
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• pp.217-235
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• 1998

The purpose of this study is to define the altenative assessment and to suggest the method of scoring system. Alternative assessment includes any type of assessment in which student create reponses to a question rather than choosing a responses form given list( as for multiple choice, true/false, or matching). Alternative assessment can includes short answer questions, essay, performances, oral presentation, demonstrations, exhibitions, portfolios, and etc. To evaluate the each type of assessment, we can apply the method of holistic scoring and analytic scoring system. Also we have to concern the type of scoring mechanism directly relate to what we want to assess, our purpose for assessment fitting into the educational enterprise. Before applying the alternative assessment in our classroom, we need to step back and reconsider all our design features and teachers' responsibility.

• 한국환경과학회지
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• 제6권2호
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• pp.107-112
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• 1997

The purpose of this study was to examine the questioning styles in middle school environmentology textbook In terms of frequency, type, and placement of questions. It was also to analyse and to compare the kinds of scientific inquiry processes elicited by the questions in the topics of textbooks. The instrument was the Textbook Questing Strategies Assessment Instrument (TQSAI) developed the Cooperative Teacher Preparation Project, University of California. The average number of Questions per topic was only 1.09 and the ratio of questions to sentences was 2.5%. Most of questions were in explanatory place(75%). Nearly 90% of experienced questions types were reasoning or application. The frequencies of non-experiential question were higher than those of experiential question. In action, there were much kinds of question-styles.

• 대한가정학회지
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• 제39권10호
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• pp.169-186
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• 2001

The purpose of the study was to verify validity and reliability of performance assessment in home economics by applying performance assessment tools developed by Korean Curriculum Assessment Institute and by the researcher to a class of 17 high school female students in a rural area. For the purpose of this study, the research question was formulated and addressed:“How are the validity and reliability of performance assessment in home economics\ulcorner” The results of the study were as follows. 1. The results of testing validity a. Thirteen high school home economics teachers, whose average teaching years is ten years verified high validity in the contents of performance assessment. b. In the validity of the items that is verified being based on the scores of high school entrance examination of 2000 school year, the essay type showed its characteristics as performance assessment. c. The generalizability among assessment methods was not high. 2. The results of testing reliability Both Cronbach's $\alpha$, inter-item reliability of the assessment tools used in the research, and reliability among the raters were high. But reliability among the tasks was relatively low. This study proposed that the diverse performance methods, the increasing number of assessment, the explicit assessment criterion, and scoring criterion are needed to satisfying validity and reliability of performance assessment.