• Journal of the Korean School Mathematics Society
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• v.8 no.2
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• pp.249-271
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• 2005

The study was aimed to show effects of the newly step branch's feedback models on the mathematics underachievers' mathematics achievement and attitude toward the mathematics, extent of self-check. The subject are 26 mathematics underachievers in the End grade of H middle school located in Taejeon. They were divided into an experimental group and a control group, and the attribution disposition. Experiment group was provided step branch's feedback and control group was provided general formative' feedback. The duration of the treatment was over a period of six weeks. The result of study, the step branch's feedback was effects for increasing he mathematics achievement and attitude toward the mathematics than the general formative' feedback(p<.05). In addition, the step branch's feedback group had better extent of self-check than the general formative' feedback.

• The Journal of Korean Association of Computer Education
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• v.7 no.1
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• pp.89-96
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• 2004

Formative evaluation is an evaluation activity performed in the process of teaching and learning. The general purpose of formative evaluation is to provide the feedback and correct identified problems in the process of teaching and learning. In this paper, we propose a system which provides each student with individualized feedback in formative evaluation. The evaluation questionnaire in the system are produced on the basis of the section criteria such as knowledge, comprehension, and application. The evaluation result is categorized and evaluated according to the given criteria. Then different feedback is provided for each student advising where he or she should make up for weak areas. Moreover our system offers instructors the itemized correct answer ratio data as well as sets of individualized feedback delivered to students. It gives an additional benefit to ensure the improvement of teaching methods.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.1
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• pp.289-299
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• 2016

The purpose of the study was to develop evaluation methods which would measure student achievement and progress without traditional paper-pencil tests such as mid-term and final examinations. More specifically, the main research focus were to establish general directions of student assessment during free semester, to build evaluation models supporting student's participation and learning, and to report and record various student evaluation results. As research results, we found that student evaluation of free semester should be organized to improve a) experience learning activity, self-regulatory and collaboratory study, b) high-order thinking ability and character-building, and c) teacher-student-parent cooperation. Since traditional paper-pencil tests were restricted in free semester, student achievement should be provided by a way of performance descriptions on transcripts rather than quantitative grade points. Student performance descriptions had to show not only subject knowledge but also students efforts, motivation, and participation. These multiple and educationally meaningful information would be collected by teacher-student-parent communication and collaboration.