• Journal of Science Education
• /
• v.46 no.1
• /
• pp.121-149
• /
• 2022

Descriptive assessment is a meaningful assessment method in relation to problem solving ability, reasoning ability, and communication ability as emphasized in mathematics curriculum. In Korea, as performance assessment has been emphasized since the 7th mathematics curriculum, descriptive assessment is being conducted as a method of performance assessment in schools. However, descriptive assessment has not been introduced in the university scholastic ability test for various reasons. Considering that descriptive assessment is emphasized in the mathematics classroom and has sufficient educational value, a serious discussion on the implementation of descriptive assessment in the university scholastic ability test will be necessary. In this study, we analyzed the descriptive assessment of Russia's unified state examination (USE) in the mathematics, which corresponds to Korea's university scholastic ability test. Through a literature review, we investigated how mathematics examination problems were structured in the USE and which mathematical abilities were required for the examination. In particular, the outer structure of the problems was analyzed focusing on the mathematics problems of the USE 2021, and the scoring method of the descriptive problems was also analyzed. The results of this study are expected to provide a variety of information on the possibility of introducing descriptive assessment in the Korean university scholastic ability tests.

• Journal of Korean Library and Information Science Society
• /
• v.50 no.2
• /
• pp.285-310
• /
• 2019

The integrated management of community archives, which is conducted by incorporating them into the category of library data through the system of library materials management is more necessary for residents to use community archives by arranging and preserving them collected by public libraries, than management implemented through a separate system. This study therefore draw25 descriptive factors by comparatively analyzing descriptive factors of the descriptive standards for community archives such as ISAD(G) and DC, etc. and integrating common or similar ones. Such 25 drawn descriptive factors were empirically tested three times by professionals through the Delphi technique, and 3 descriptive sectors and 21 descriptive factors were finally drawn. The drawn descriptive factors were divided into mandatory, mandatory if applicable and optional through KORMARC-integrated format for bibliographic data and mapping and applied to the system of library materials management, by adjusting the descriptive factors for the systems.

• East Asian mathematical journal
• /
• v.29 no.2
• /
• pp.207-239
• /
• 2013

This research is a study on student's understanding fundamental concepts of mathematical curriculum, especially in geometry domain. The goal of researching is to analyze student's concepts about that domain and get the mathematical teaching methods. We developed various questions of descriptive assessment. Then we set up the term, procedure of research for the understanding student's knowledge of geometric figures. And we analyze the student's understanding extent through investigating questions of descriptive assessment. In this research, we concluded that most of students are having difficulty with defining the fundamental concepts of mathematics, especially in geometry. Almost all the students defined the fundamental conceptions of mathematics obscurely and sometimes even missed indispensable properties. And they can't distinguish between concept definition and concept image. Prior to this study, we couldn't identify this problem. Here are some suggestions. First, take time to reflect on your previous mathematics method. And then compile some well-selected questions of descriptive assessment that tell us more about student's understanding in geometric concepts.

• Journal of the Korea Fashion and Costume Design Association
• /
• v.6 no.2
• /
• pp.77-87
• /
• 2004

The purpose of this study was to analize the types of symbol concretely, one of a constituent elements of brand, using in Apparel Brands and to examine the meaning of symbol in the internet site of each brand and to evaluate the symbols in the aesthetic dimension and to suggest a basic data of the branding strategy for marketers. For this purpose, 41 Apparel Brands were selected from fashion magazine and the types of symbol used in the Apparel Brands were classified into three types. According to the formative characters of symbol, there were word symbol, descriptive symbol and abstractive symbol. The results of the study were following: the order was the descriptive symbol, word symbol, and abstractive symbol. The percentages of using symbols were descriptive symbol(61%), word symbol(29%), and abstractive symbol(l0%). The Apparel Brands used the most frequently the descriptive symbol that represents or symbolizes a concrete object to represent the image of brand. The abstractive symbol that use a graphic style or geometrical form to deliver the character of brand was used lowest. From this results, we could find that the descriptive symbol was used to deliver/notify the character or image of company's own brand easy and quickly to consumers in symbolic meaning making use of a concrete object such as a animal, plant, specific object or fictitious person, etc than word or abstractive symbol.

• The Mathematical Education
• /
• v.57 no.3
• /
• pp.197-213
• /
• 2018

Descriptive problems can be used to grow student's ability of thinking logically and creatively, because it shows if the students had a reasonable way of thinking. Rate of descriptive problems is increasing in middle and high school exams. However, students in middle and high schools are generally used to answering multiple-choice or short-answer questions rather than describing the solving process. The purpose of this paper is to gain a theoretic ground to increase the rate of descriptive problems. In this study, students were to solve some multiple-choice problems, and after a few weeks, to solve the problems of same contents in the form of descriptive problems which requires the students to write the solving process. The difference of the scores were measured for each problems to each students, and students were asked what they think the reason for rise or fall of the score is. The result is as follows: First, average scores of 7 of 8 problems used in this study had fallen when it was in descriptive form, and for 5 of them in the rate of 11.2%~16.8%. Second, the main reason of falling is that the students have actual troubles of describing the solving process. Third, in the case of rising, the main reason was that partial scores were given in the descriptive problems. Last, there seems a possibility gender difference in the reason of falling. From these results, followings are suggested to advance the learning, teaching and evaluation in mathematics education: First, it has to be emphasized enough to describe the solving process when solving a problem. Second, increasing the rate of descriptive problems can be supported as a way to advance the evaluation. Third, descriptive problems have to be easier to solve than multiple-choice ones and it is convenient for the students to describe the solving process. Last, multiple-choice problems have to be carefully reviewed that the possibility of students' choosing incorrect answer with a small mistake is minimal.

• Journal of the Korean Chemical Society
• /
• v.59 no.5
• /
• pp.445-453
• /
• 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 the Korean Academy of Child and Adolescent Psychiatry
• /
• v.26 no.1
• /
• pp.1-11
• /
• 2015

Phenomenology has been developed by philosophers like Kant and Husserl since the late 18th century. Jaspers, a German psychiatrist, adopted it into psychopathology studies and accumulated data by closely observing and recording the patients' symptoms and signs. Among descriptions done even before the psychopathology or diagnostic criteria of disorders in the field of child psychiatry was established, we can find exact and valuable descriptions matching the autism spectrum disorder or attention deficit/hyperactivity disorder. The diagnostic criteria of modern childhood psychiatric disorders were established based on these grounds. Phenomenological/descriptive methods in various psychiatric fields lead to medical study methods for social phenomenon such as oiettolie, hikikomori, and internet game addiction. Since Romanian orphans were adopted to the western world, descriptive studies along with neurobiological studies on the influence of stimulus deprivation on emotional and physical development are being conducted. While phenomenology, which was adopted by Jaspers to verify psychopathology, was developed mainly by observation and description, recent studies are explaining such descriptive phenomena even at the synapse level due to advances in neurobiology. Although phenomenological/descriptive psychiatry, describing precise and detailed experiences of patients, is less applied nowadays among modern study methods, we must remember that such descriptions may lead to biological studies and provide evidence to improve the accuracy of choosing and applying treatment methods.

• Journal of the Korea Convergence Society
• /
• v.12 no.1
• /
• pp.65-75
• /
• 2021

The research aims to suggest descriptive elements for developing archival authority records in university archives through converging archival information descriptive rules with EAC-CFP, data structure standards. To achieve the purpose, the research conducted the following research phases: first, to analyze the main characteristics of record producers according to the features of both functions and organizations of the university. Second, to analyze the descriptive elements by comparing the rules between ISAAR(CPF) and the guidelines of the authority records of NAK and suggest descriptive elements to build archival authority records. Finally, to suggest the finally deducted descriptive elements by matching up with those of EAC-CPF. The significance of the result is to provide both standardized access points to retrieve university records and to search the contextual information of record production in the online environments by converging the data standard structure, EAC-CPF.

• Korean Journal of Human Ecology
• /
• v.21 no.2
• /
• pp.363-375
• /
• 2012

The purpose of this study was to analyze the physiochemical properties of blackberry fruit beverage(BFB) and to develop a descriptive analysis procedure for evaluating the sensory characteristics of BFB. The amount of soluble solid, free sugar, pH, acidity, chromaticity, flavonoid, and anthocyanin of BFB were determined. All BFB samples demonstrated significantly different physicochemical properties(p<.01). Ten highly trained panelists identified the following eleven sensory attributes in the BFB and defined by standardized terminology for each attribute; turbidity, chromaticity for appearance characteristics, berry, grass, fermented, sweet, astringent, and sour for flavor characteristics, throat hit, refreshing, as well as astringent grade for textural characteristics. There were significant differences in all the eleven sensory attributes of the BFB samples(p<.001). Descriptive terminology used in the BFB analysis was capable of classifying the sensory attributes of the BFB. Based on these results, the analysis method and sensory evaluation techniques used in this study could be reasonably applied to other fruit beverages for establishing similar physiochemical characteristic and descriptive sensory attributes.

• Korean journal of food and cookery science
• /
• v.29 no.5
• /
• pp.489-500
• /
• 2013

This study was conducted to establish an effective palate cleanser when conducting descriptive analysis for gochujang products. In addition, descriptive analysis procedure for gochujang products was optimized. A generic descriptive analysis was performed on 4 types of gochujang samples varying in hot and spicy levels. The sensory attributes developed were 9 odors, 13 flavors, 4 texture and mouth feel attributes, and 4 appearance attributes. In order to select an effective palate cleanser for gochujang, 5 types of cleansers were tested (water, water+bread, water+cucumber, water+milk, water+cracker). Correct answering rate, significant numbers of product effect on sensory attributes, and the mean hot and spicy intensity values were considered to select the optimal palate cleanser. Results showed that as the hot & spicy level increased, red pepper odor and flavor significantly increased whereas umami taste intensity decreased. When comparing the efficiencies of various palate cleanser, the correct answer rates were the highest when warm water was used with either cucumber or cracker. Additionally, the attribute intensities were better differentiated between gochujang samples when cracker, white wheat bread, or cucumber were used. Overall, warm water with cucumber or cracker were shown to be the most effective cleansers.