• East Asian mathematical journal
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• v.40 no.4
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• pp.355-374
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• 2024

This study was conducted under the necessity and importance of having to looking into how teachers understood and carried out the analytic scoring method on the essay type item. Namely, this study explored there would be difference in the analytic scoring method consequent on the nature of the essay type item between the preliminary mathematics teachers in the secondary school. For this purpose, in this study, pre-test was conducted for the subject on the 2nd 15 undergraduate students. The pre-test was conducted without (before) lecture on the analytic scoring method on the essay type item, and the post-test was conducted after lecture on the analytic scoring method on the essay type item and practice on the scoring the item with the analytic method. Then this study used a problem on the mathematical assessment(the analytic scoring method) which was one of the items in 2016 secondary school teacher selection exam. After the experiment, the subjects were enhanced not only to understand the importance of the scoring methods but to narrow the difference the results of score on the items between the subjects.

• Journal of Science Education
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• v.34 no.1
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• pp.155-163
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• 2010

The purpose of this study was to analyze the items that were used in entrance examination for science gifted education center for elementary school students by using content analysis and classical item analysis. In content analysis, objective type items exhibited matter and interpreting data were dominant. And essay type items consisted of creativity items, evaluated creative problem solving ability. Item difficulty and discrimination index, on the whole, were appropriate. Comparing with objective type, essay type has higher discrimination index. In correlation analysis between total score and score of each type of items, total score has the highest correlation with matter items, interpreting data and creativity.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.61-77
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• 2010

The purpose of this study was to analyze the items that were used in entrance examination for science gifted education center for middle school students by using content analysis and classical item analysis. In content analysis, objective type items exhibited mathematics and physics were dominant. Science giftedness & creativity items were dominant. And essay type items consisted of physics items, have evaluated creative problem solving ability. Item difficulty and discrimination index, on the whole, were appropriate. Comparing with objective type, essay type has higher discrimination index. In correlation analysis between total score and score of each type of items, total score has the highest correlation with essay type items and science giftedness & creativity. It was recommended that mathematics, physics and chemistry items with focusing giftedness & creativity could give some implications for future selection methods of science gifted education center.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.173-183
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• 2005

In this study, we questioned what assessment types and scoring methods of science performance assessment(SPA) were being used in middle and high school, and how much these SPA scores were reliable(generalizable). To answer these questions, SPA data obtained from the seven schools were classified according to assessment type and scoring method. Based upon this classification, we analyzed the reliability by applying generalizability theory. The result, from the classification of assessment type and scoring method, showed that SPA types of the seven schools were divided into two types: paper-pencil type and task type. Paper-pencil type included answer(content)-restricted essay-type test solely. Task type has two parts: process and outcome assessment. As the results of analyzing scoring methods of the seven schools, there were two cases in the way of scoring methods: one case is scoring all essay-type items and performance tasks by one teacher, the other is scoring assigned performance tasks by two teachers. But the case of scoring assigned essay-type items or the case of cross scoring by two or more teachers were not found. The findings of the reliability analysis are as follows: (1) Effect of essay-type item to SPA score was larger than that of performance task. (2) There was remarkable difference among the seven schools' interaction effect of person and rater in scoring performance tasks. (3) Most of generalizability(reliability) coefficients of SPA for the seven schools were smaller than the acceptable generalizability coefficient(0.80). Therefore, the population of statistical parameters such as number of item, task and rater, should be increased for approaching the acceptable generalizability level.

• 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 Korean Elementary Science Education
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• v.24 no.3
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• pp.301-309
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• 2005

The purpose of this study was to investigate the measuring range of portfolio assessment on students' abilities, using correlation coefficients of portfolio assessment with four other assessment methods. A portfolio system was developed based on low units of elementary fourth grade science, and applied to three fourth-grade science classes in Daejeon Metropolitan area and Gyunggi-do. Four different assessment methods, multiple-choice (short answer type), essay-type item, mind-mapping and laboratory assessment were also administered and scored by two elementary teachers attending graduate school. Correlation coefficients between portfolio assessment and four assessment methods were calculated with SPSS. Portfolio assessment showed moderate correlation with multiplechoice (short answer), essay-type, and mind-mapping, and low correlation with laboratory assessment. Portfolio assessment showed high correlation with multiple-choice assessment in 'understanding' and 'application' domains, but showed low correlation in 'recall' and 'inquiry' domains. In conclusion, portfolio assessment could measure various abilities measured by other assessment methods.

• Journal of The Korean Association For Science Education
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• v.16 no.3
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• pp.314-328
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• 1996

This study investigated the literature about science process skills' evaluation to analyse transition of evaluation objectives before and after a Scholastic Ability Test for College Entrance. In the literature survey the researcher established a 3 dimensional science assessment framework with X axis as science concept, Y axis as science process skills and Z axis as problem context. In order to analysis and compare each items the researcher selected 210 items from the 1st to the 7th trials and 138 items from the 1st to 4th Scholastic Ability Test for College Entrance and sampled 2873 science achievement test items from 10 high schools. In accordance with this taxonomy the researcher analysed and compared science process skills item forms. The following results were drawn : The items were evenly distributed in all the four areas(Earth Science, Biology, Physics and Chemistry) of the science concept domain, but they were heavily concentrated on data analysis and drawing a conclusion in science process domain. In the domain of problem context school context was the majority. In spite of distribution like this the ratio on science process skills measurement items and science achievement test items was increased after the Scholastic Ability Test for College Entrance was given. Also the ratio on item expression type was increased. Item form was almost 5 options selection type in the national level test. Although there were 4 options selection type, 5 options selection type, short answer type, essay type in school level test, rising from 33.1% to 65.5% on 5 options selection type is exhibited. This study showed that the school level item form was better various than the nation level. This point like this is the evidence for the improvement toward the science process skills test and influenced by Scholastic Ability Test for College Entrance. The ratio on the item which joined with the 3 axes had a mean of 99.3% in nation level test and mean 44.9% in school achievement test level. But the ratio in the school achievement test level increased after the Scholastic Ability Test for College Entrance was given. In view of this study we must furthermore study the item types which can evaluate valjdately science process skill's five stage each and evaluation method by the high school students' problem solving patterns and features in scientific inquiry on all science process skills elements.

• Journal of the Korean earth science society
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• v.26 no.6
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• pp.511-523
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• 2005

The purpose of this study is to analyze the 1st and 2nd Korea Earth Science Olympiad (KESO) items, in order to find informations to enhance item quality. To do this, internal and external item classification frameworks are developed. Item difficulty (P), discrimination index (DI), correlation, and reliability are estimated by using classical test theory. Generalizability is also estimated by applying the generalizability theory. The results of item classification are as follows: (1) ‘Geology’, ‘astronomy’ and ‘data analysis and interpretation’ are dominant in content and inquiry process domain, respectively. Nearly every item has textbook context. (2) There is no difference between the preliminary and final tests in terms of their thinking skills sections. (3) As a whole, the ratio of items with pictures is high in item representation. However, multiple-choice and short answer items are more common in preliminary competition, and essay type items are found more often in final competition. The ratio of simple items is high in middle school section and preliminary competition, but composite items are dominant in high school section and final competition. The findings of item analysis are as follows: (1) In the middle school section, P is low and DI is moderate. But in the high school section, there is a considerable differences between science high schools and other high schools in general. (2) The highest correlation is reported between the scores of meteorology domain and total score in middle school, whereas in high school astronomy domain and total score show the highest correlation. (3) General high school section show the highest Cronbach $\alpha$ and generalizability. (4) General high school section show acceptable generalizability coefficient (> 0.80), but middle and science high school section should increase the number of items to reach acceptable generalizability level.

• Journal of the Korean Home Economics Association
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• v.39 no.10
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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.

• The Journal of Korean Association of Computer Education
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• v.21 no.1
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• pp.31-42
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• 2018

Countries around the world are strengthening informatics education to cope with the development of technology that leads to rapid social change. The last step in the capacity to foster through formal education is high school education. The purpose of this study is to examine the competence and level of informatics curriculum for high school students who aim to enter university in terms of testing tools. In order to carry out the research, we analyzed informatics education related test tools for high school students such as Japan, Germany, and USA. The results of the analysis are as follows: First, both the essay type and the short answer type question are included in the test tool as well as the multiple choice question type. Second, we use the real world model as an item and ask whether we can use computing power for practical problem solving ability. Third, the items directly related to the university education are reflected in the items. This study suggests that it has helped to elucidate the features and discussions of the test tool and establish the development direction of the test tool for informatics education.