• 한국수학교육학회지시리즈C:초등수학교육
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• 제9권2호
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• pp.107-118
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• 2005

The purposes of this study were to investigate the practice of performance assessment in elementary mathematics classes especially focused on 4th grade. To achieve this, three research questions were posed as follow: First, What do they prepare for performance assessment? Second, What kinds of tests do they use in mathematics performance assessment? Third, What kinds of difficulties do they have for performance assessment and what should be changed for a successful performance assessment in mathematics? To Answer the research questions, three 4th grade classes were selected from three different elementary schools in seoul and three teachers were interviewed. From the data analysis, several conclusion were drawn. First, a plan for mathematics performance assessment was not set by the class teacher who are in charge of the class. The main reason was lack of time. Second, in most of the assessment, written tests were used and the items in the tests were skill-oriented. Third, teachers thought that performance assessment was needed in mathematics. But lack of their time, knowledge and competency, it is difficult to do performance assessment in mathematics.

• 대한수학교육학회지:수학교육학연구
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• 제9권1호
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• pp.333-350
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• 1999

The purpose of this study is to define performance assessment of mathematics, to make a model of performance task of mathematics for the first grade middle school students in higher group, to examine validity and reliability of performance task and to investigate the effects on the students' achievement and attitude. It first defines performance assessment and exanmines its main features and scoring methods. Based on these, nine performance assessment tasks and scoring criteria were designed for the first grade middle school students in higher group. The validity of performance tasks were examined by experts. The loaming achievement and mathematical attitude test between two groups were performed as pre and post test. The thinking of students about performance assessment was investigated by attitude survey. The results of this study are as follows: First, the validity of the performance tasks is very high. Second, The control group. Forth, there is a difference in student's attitude about mathematics between scorer reliability was high due to the scorer training. Third, there is little difference in teaming achievement between experimental and experimental and control group in 5% meaningful levels. That is, student's of both groups attitude about mathematics comes negatives, but the width of change of negative attitude in experimental group is less than control group. In the trend of negative attitude of mathematics as grade comes higher, this results showed that performance assessment of mathematics had positive influence on attitude of mathematics. The result of survey about mathematical performance assessment experience showed that students have positive attitude to performance assessment and recognized effectiveness of the performance assessment of mathematics.

• 대한수학교육학회지:학교수학
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• 제15권1호
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• pp.77-99
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• 2013

본 연구의 목적은 수업의 통합된 부분으로 실제 상황에서 의미있는 실제적인 과제로 학생들의 진정한 수학적 활동 능력을 평가하는 학교수학에서의 참평가 모형을 개발하는 것이다. 이를 위해 문헌연구를 통하여 학교수학에서의 참평가 체계로서 참평가의 정의 및 목표, 참평가 과제의 준거, 참평가 과제의 준거, 참평가 채점기준, 참평가 결과 보고에 대해 살펴보았다. 학교수학에서의 참평가 모형 개발을 위해 상황인지 수업설계 모형을 살펴보고, Guba & Lincoln의 제4세대 평가 모형, NAEP의 고차적 능력 평가 모형, Guliker, Bastiaens, & Kirschner의 참평가 모형을 비교 분석하여, 이 모형들로부터 학교수학에서의 참평가 모형 요소 추출의 근거를 모색하였다. 추출한 참평가 모형의 요소들을 실제 상황에서 수업의 통합된 부분으로 이루어지는 교수 학습 참평가 모형으로 구안하여 '학교수학에서의 참평가 모형'을 개발하였다. 개발한 학교수학에서의 참평가 모형은 전문가 검토 및 실제 교수 학습에 적용하여 모형의 타당성과 적절성을 확인하였다.

• 대한수학교육학회지:수학교육학연구
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• 제9권1호
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• pp.31-49
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• 1999

In recent years assessment has attracted increased attention from the international mathematics education community including this Korean community also. There could be numerous reasons for this phenomena. During the last couple of decades the field of mathematics education has developed considerably in the area of goals, theories, and practices. Whereas these developments have not been matched by parallel development in assessment. Now the functions, roles, and effects of assessment in mathematics education should no longer be neglected, rather they should become objects of investigation and examination in the study of mathematics education. The purpose of this study is to explore selected international cases of assessment in mathematics education mainly depended on two studies resulting from ICMI Study Conference on Assessment in Mathematics Education and Its Effects; and then to draw out their suggestions needed for our study of assessments in mathematics education.

• 대한수학교육학회지:학교수학
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• 제1권1호
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• pp.123-133
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• 1999

For an appropriate assessment in mathematics, students should play an active role in their learning by becoming aware of what they have learned in mathematics and by being able to assess their attainment of mathematical knowledge. The process of actively examining and monitoring students' own progress in learning and understanding of their mathematical knowledge, process, and attitude is called self-assessment, Researchers in mathematics education have found some important facts about the meta-cognitive process which is related to self-assessment : i. e. meta-cognition progress is composed of being aware of ones' own personal thinking of content knowledge and cognitive process(self-awareness) and engagement in self-evaluation. Tipical method for self-assessment in mathematics developed upon above finding about meta-cognitive progress is describing about students' knowledge and their problem solving strategies. In the beginning of the description in mathematics about themselves, students are required to answer which part they know and which part they don't know. Self-assessment of students' attitudes and dispositions can be just as important as assessment of their specific mathematical abilities. To make the self-assessment method a success, teachers should let students' have confidence and earn their cooperation by let them overcoming fear to be known the their ability to other students. In conclusion, self-assessment encourages students to assume an active role in development of mathematical power. For teachers, student self-assessment activities can provide a prism through which the development of students' mathematical power can be viewed.

• 한국초등수학교육학회지
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• 제10권1호
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• pp.67-87
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• 2006

본 연구는 초등학교에서 이루어지는 수행평가 실시에서의 문제점을 인식하고 자기평가, 동료평가 및 관찰평가의 실천을 통하여 평가에 따르는 시간적인 제약을 줄이고, 평가의 결과를 교수 학습계획에 반영시킴으로써 평가를 통한 초등수학과 교수 학습의 개선에 대한 시사점을 찾아보고자 이루어졌다. 이러한 목적을 달성하기 위하여 연구자는 초등학교 2학년 1개 반 학생 40명을 대상으로 자기평가, 동료평가를 실시하고 '재미있는 놀이를 하여 봅시다' 차시의 운영과정에서 관찰평가를 한 학기동안 적용하였으며 평가의 적용과정에서 얻어진 학생들의 자기평가결과물(수학일지, 자기평가지, 평가의 과정에서의 대화내용)과 관찰평가 결과물(체크리스트, 놀이 활동 결과물, 놀이의 과정에서의 대화내용)을 분석해 보았다.

• 한국학교수학회논문집
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• 제16권4호
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• pp.637-654
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• 2013

본 연구는 수학교육 선진화 방안('12.1)에 따라 중 고등학교 수학교사가 내신 평가문항을 출제함에 있어 유념해야할 개발 절차를 안내하는 것을 목적으로 하였다. 연구 결과, 평가문항 개발 가이드라인을 크게 '지도 내용 분석 과정', '평가 문항 구성 과정', '평가 문항 완성 과정'으로 범주화하여 제시하였다. 본 연구의 적용 과정에서 연구 결과가 수학교사의 평가전문성 신장에 기여할 것이며 교사의 평가문항 출제 후 자기진단 도구로도 활용될 수 있음을 확인하였다.

• 대한수학교육학회지:수학교육학연구
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• 제8권1호
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• pp.163-182
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• 1998

Performance assessment is one of the authentic assessment method that are consistent with new curriculum goal, concentrated on the process rather than the results of problem solving. But the key to good assessment is matching the assessment task to intended objectives. Based on the review of literatures, the current performance assessment task was critically analysed. As a result, this study developed appropriate model and criteria of performance assessment task to elementary mathematics.

• 대한수학교육학회지:수학교육학연구
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• 제21권4호
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• pp.313-326
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• 2011

본 연구에서는 PISA수학성취도 자료와 국내외 성차 관련 연구 자료를 분석하여 우리나라 학생들의 성차 추이와 그에 대한 배경을 살펴보았다. 우리나라는 2000년과 2003년 PISA수학성취도 평가에서 유의미하게 큰 성차를 보인 반면 2006년부터 성차가 급격히 감소하였다. 이러한 성차의 급격한 감소 현상에 영향을 미친 요인을 탐색하기 위해 국내외 성차 관련 연구 자료를 분석하였으며, 이를 토대로 여성의 이공계 진출을 유도하는 국가차원의 정책적 지원과 같은 사회문화적 변화와 교육과정과 그에 따른 교과서의 변화 등과 같은 요인들이 여학생의 수학 성취도 향상에 긍정적인 영향을 미쳤을 것으로 판단된다.

• 대한수학교육학회지:학교수학
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• 제2권2호
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• pp.357-388
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• 2000

This study aims to develop performance assessment tools for mathematics in the primary school. In order to achieve this aim, it reviews the tics in the primary school. In order to achieve this aim, it reviews the meaning and the purpose of mathematics performance assessment, and the characteristics of performance assessment tasks. Then the framework for portfolio developed in this study is introduced. This portfolio is called 'mathematical thinking and applying'. It aims at balanced assessment for improvement of mathematics instruction. It is composed of journal writhing, problem by the student, constructed task, work samples, written test, self assessment, teacher's comment and parents' comment. The criteria of performance tasks is categorized in impact, reasoning, accuracy and communication. The procedures of development of these tasks are as follows: the analysis of mathematics curriculum for the primary school, the design of performance tasks with considering teaching unit goals, designing rubrics, discussing these tasks with teachers in primary school, modifying them when is needed, observing the process of children's task performing, interviewing with teachers and final modifying. After performance assessment tasks are implemented, the answers by the students is analyzed using rubrics. Then anchor papers are selected. Also, the errors of children are analyzed. Through the process, teachers can obtain the information of children for improvement of mathematics instruction. Finally in order to generalize this study, I suggest that we need to cooperate with the field of education and to establish expert assessment groups.