• Title/Summary/Keyword: Informatics Education Assessment

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A study on the method of developing achievement and assessment standards for the 'Problem-solving methods and procedures' section in the revised Junior-high School Informatics curriculum (2007년 개정 중학교 정보 교육과정의 '문제 해결 방법과 절차' 영역 성취기준 및 평가기준 개발 방안 연구)

  • Kim, Jonghye;Kim, Kyunghoon;Lee, Wongyu
    • The Journal of Korean Association of Computer Education
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    • v.11 no.6
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    • pp.39-51
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    • 2008
  • There exist many differences between the revised Informatics curriculum in 2007 and the current Informatics curriculum in junior-high school. The revised Informatics curriculum emphasized on the computer science principles and problem solving ability instead of the application program usage. Since the revised Informatics curriculum introduces a new section called 'Problem-solving methods and procedures', which is not included in the current computer curriculum, the development of achievement standards and assessment standards were needed in this section. This paper developed the achievement standards and assessment standards in 'Problem-solving methods and procedures' section in order to give the guideline of the teaching strategies and evaluation methods in the revised Informatics curriculum.

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Study of the Assessment Criteria for Programming Education of KAIE curriculum based on Bloom's Theories (블룸 이론 기반 KAIE 교육과정의 프로그래밍영역 평가 기준 탐색)

  • Shin, Soo-Bum;Kim, Chul;Jeong, Young-Sik
    • Journal of The Korean Association of Information Education
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    • v.22 no.2
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    • pp.195-203
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    • 2018
  • This thesis is to presented a theoretical fundamental of an assessment criteria available to a conventional curriculum because informatics subject matter education became it. We analyzed Bloom's Knowledge Dimension, Taxonomy that have suggested most general theoretical base in the educational assessment area. Also a programming area which can improve computational thinking can be the most important chapter of the informatics subject matter. Thus this thesis applied Bloom's theory to KAIE's informatics subject matter curriculum made by 2017. And the result of the qualitative research through the expert panel was 14 items, 87% of Conceptual, Procedural Knowledge and 12 items, 75% of Understand, Apply Taxonomy of Bloom's Theories in the 16 items of the curriculum outlines. Applying Bloom Criteria to like these can provide theoretical fundamental of assessment trend, development of assessment tool requested in the conventional education.

The Applicability and Related Issues of Bebras Challenge in Informatics Education (정보 교육에서 비버 챌린지(Bebras Challenge)의 활용 가능성과 향후 과제)

  • Jung, Ungyeol;Lee, Young-jun
    • The Journal of Korean Association of Computer Education
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    • v.20 no.5
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    • pp.1-14
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    • 2017
  • The informatics in the 2015 revised national curriculum has established the identity as the core subject for the intelligent information society. However, while the nature, objective, scopes and contents, and achievement standards of the curriculum are systematic, there is a lack of research on effective teaching and learning, and assessment methods. This study analyzed the applicability of Bebras Challenge, which began in Lithuania in 2004 and has been attracting attention as a new informatics education model with 1.3 million students as participants in 2015 around the world. Furthermore this research presented related issues for the indigenization of Bebras Challenge. This study will be a basis for the research of teaching and learning, and assessment models as well as the spread of Bebras Challenge.

Design and Implementation of Web-Based Assessment System PAS for Increasing the Usability in Informatics Education (정보 교육에서의 사용성(Usability) 향상을 위한 웹기반 평가시스템 PAS의 설계 및 구현)

  • Yeum, YongChul;Yoo, SeungWook;Kim, Yong;Lee, WonGyu
    • The Journal of Korean Association of Computer Education
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    • v.11 no.1
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    • pp.1-10
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    • 2008
  • Web-based Assessment System is needed for Process-Oriented Evaluation to integrate instructions into evaluation frequently in Informatics Education, and considered usability for supporting teachers to test more conveniently. First of all, we analyzed usability of traditional Web-based Assessment System, and proposed PBA(Paper-Based Assessment) model by extracting usability features of paper-pencil assessment in off-line. The evaluation system based on the PBA model controls the whole processes of tests; before-test, under-test, after-test. Especially, the system readily can change the target class, and control access to the test page during each step. Thus we can get high credibility about the test results. Moreover, students can login to the paper easily by using their grade, class, number and name. Finally, we designed and implemented the Web-based Assessment System for Informatics education on the basis of PBA model; PAS(PBA-based Assessment System).

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Research on the Assessment Criteria of Programming Education based on Bloom's Taxonomy in the Elementary and Secondary School (블룸 분류 기반 초중등 프로그래밍교육의 평가 기준 탐색)

  • Shin, Soobum
    • Journal of The Korean Association of Information Education
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    • v.21 no.5
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    • pp.547-555
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    • 2017
  • It needs theoretical assessment fundamental for informatics curriculum to judge appropriate grades and measure academic standard of an learner according to be included in the conventional curriculum. Thus this study tried to present an criteria on programming area of an informatics curriculum through bloom taxonomy and knowledge type. And it presented assessment criterion on each steps from "Remember" to "Create". And we presented knowledge type examples of programming such as Factual to Metacognitive based on Bloom's knowledge types. Also we analysed that most important level or type is Apply Level, Create Level and Procedural Knowledge. We investigated for each criterion of programming assessment based on bloom's theory through Delphi method. And the result of this investigation was that area of bloom's taxonomy was CVR 0.90, Validity 0.85 and area of knowledge type was CVR 0.90, Validity 0.79. So it can decide to accept for our assessment criteria of programming education based on Bloom theory.

Comparative Analysis of Informatics Education Assessment Tools in Overseas High School (해외 고등학교 정보 교육 검사도구의 비교 분석)

  • Choi, HeeJeong;Lee, WonGyu;Kim, JaMee
    • 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.

A study on achievement and assessment standards of the "Construction and Operation of Information Device" unit for middle school 'Informatics' subject in the revision of the 7th National Curriculum (2007년 개정 중학교 정보과목 '정보기기의 구성과 동작' 영역의 성취기준과 평가기준에 관한 연구)

  • kim, KyungHoon;Huh, Min;Kim, Yungsik
    • The Journal of Korean Association of Computer Education
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    • v.11 no.5
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    • pp.9-17
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    • 2008
  • In this study, the achievement standards of the "Construction and Operation of Infomation unit were established as the revision of the middle school Infomatice Curriculum in 2007. Based upon archievement standards, the assessment standards were made. And the exemplification was presented for it. The levels of the achievement unit were set in the small unit level through the understanding and the analysis of the new curriculum. The achievement standards were stated in the point of views of the students. The assessment standards divide students' achievement into three level(high/middle/low) and state each level so that it can guide evaluation of achievement. Considering the education environments, the time of the course, and the students' levels, the achievement and assessment standards can be reconstructed and would be used. Before the application of the revised Informatics curriculum, we intend for the understanding about new curriculum to be improved and for the informatics of educational activities to be advanced in quality.

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The Development of Achievement and Assessment Standards for the 'Representation and Management of Information' Unit of 'Informatics' Curriculum for Middle School Revised in 2007 (2007년 개정 중학교 정보 과목 '정보의 표현과 관리' 영역 성취 및 평가기준 개발)

  • Kim, Kyung-Hoon;Lee, EunKyoung;Lee, YoungJun
    • The Journal of Korean Association of Computer Education
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    • v.11 no.6
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    • pp.53-64
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    • 2008
  • The 'Informatics' curriculum for middle school revised in 2007 will be applied since 2010 in school. However, it is difficult to utilize directly school setting because educational contents presented in the curriculum are very comprehensive. Therefore, we need to present specific standards and examples to guide teaching and learning and assessment activities in school setting and right comprehension about new revised curriculum. In this study, we developed the achievement and assessment standards for the 'Representation and Management of Information' unit of Informatics curriculum for middle school revised in 2007. And then, we presented sample questions base on achievement and assessment standards we developed. The levels of the achievement unit were set in the small unit level through the understanding and the analysis of the new curriculum. We described the achievement standards from student's viewpoint and the assessment standards divide into three level(high/middle/low).

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Design and Development of a Medical Education System Using Information Technology: A Case Report from the Pusan National University School of Medicine (정보기술을 활용한 의학교육시스템의 설계와 개발: 부산대학교 의학전문대학원 사례)

  • Im, Sun Ju;Lee, Sang Yeoup;Baek, Sun Yong;Woo, Jae Seok;Kam, Beesung
    • Korean Medical Education Review
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    • v.16 no.1
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    • pp.16-24
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    • 2014
  • The development of information technology (IT) has led to changes in medical education. IT has been used for e-learning and e-teaching, e-assessment, e-logistics, and e-administration. Pusan National University School of Medicine has developed its own educational information system using IT to support students' learning and assessment and to manage curricular activities. Based on our experience, we propose six suggestions for designing new software, specifically regarding simplifying the design for users, communication with the programmer, a rapid cycle from design to implementation, orientation support for users, backup and security support, and obtaining patents. Collaborating with the Department of Medical Informatics within the School of Medicine has advantages, and an alliance among medical schools can simplify the development of software. In any case, curricular innovation should precede the introduction of technology because all technologies should support curricular goals.

Analysis of 2015 Middle School Informatics Curriculum by Viewpoint of Core Competence

  • Choe, Hyun-Jong
    • Journal of the Korea Society of Computer and Information
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    • v.21 no.10
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    • pp.183-190
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    • 2016
  • In this paper, we have looked at through core competences and contents of Informatics curriculum in middle school by expert questionnaire and Focus Group Interview(FGI). Among nine core competences of Informatics subject in curriculum, abstraction and automation were easily found, but creative harmony and cooperation were indirectly confirmed in the statements of teaching and assessment sections of Informatics curriculum in middle school. It was also identified that some core competency elements are redundant or hardly to found in the contents of Informatics curriculum. In addition, various opinions about Informatics curriculum have been put forward over the FGI. The results of this study will be the case that can be consulted on new revised Informatics curriculum to be developed further.