• The Mathematical Education
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• v.55 no.2
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• pp.171-192
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• 2016

As teachers' competency is evaluated based on their teaching performance. pre-service teachers need to have an opportunity to reflect on themselves by systematically analyzing and evaluating their own lesson planning and teaching performance through self-assessment. In this study, we aimed to examine what evaluation criteria for lesson planning and teaching performance pre-service mathematics teachers consider in the process of self-assessment. This study used a mixed-methods research design. To draw the self-evaluation criteria for lesson planning and teaching performance, pre-service self-reported assessments were analyzed using qualitative analyses. In addition, descriptive statistics were used to investigate the pre-service teachers' distribution across the criteria and check the ratio of pre-service mathematics teachers for each element. As a result, it was disclosed that pre-service mathematics teachers considered eight elements in self evaluating their own lesson planning and teaching performance. In addition, we found that pre-service mathematics teachers tended to consider Pedagogical Content Knowledge (PCK) more than Subject-Matter Knowledge (SMK). Moreover, the results of this study provide educational implications for the curriculum in the pre-service teacher's education program.

• The Mathematical Education
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• v.62 no.2
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• pp.211-236
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• 2023

The purpose of this study is to derive implications of preservice mathematics teacher education in Korea by analyzing the case of edTPA used in the preservice teacher training process in the United States. Recently, there has been a growing interest in promoting professional competencies considering not only the cognitive dimension related to knowledge development of preservice mathematics teachers but also the situational dimension considering reality in the classroom. The edTPA in the United States is a performance-based assessment based on lessons conducted by preservice teachers at school. This study analyzes the professional competencies required of preservice mathematics teachers by analyzing handbooks that described the case of edTPA in which preservice mathematics teachers in the United States participate. The edTPA includes planning, instruction, and assessment tasks, and continuous tasks are performed in connection with classes. Thus, the analysis is conducted on the points of linkage between the description of evaluation items and criteria in the planning, instruction, and assessment tasks, as well as the professional competencies required from that linkage. As a result of analyzing the edTPA handbooks, the professional competencies required of preservice mathematics teachers in the edTPA assessment were the competency to focus on and implement specific mathematics lessons, the competency to reflectively understand the implementation and assessment of specific mathematics lessons, and the competency to make a progressive determination of students' achievement related to their learning and their uses of language and representations. The results of this analysis can be used as constructs for competencies that can be assessed in the preservice in the organization of the preservice mathematics teacher curriculum and practice training semester system in Korea.

• School Mathematics
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• v.19 no.1
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• pp.43-58
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• 2017

According to the degree of teacher's understanding for the curriculum, There are a lot of differences in teaching-learning methods and assessment items are one of the representative products reflecting these differences. Therefore we need to investigate how the understanding degree of the teacher for curriculum is reflected in the paper-based assessment items through analyzing them. In this study, we analyzed midterm and final 219 exam papers of 'Calculus I' which was based on the 2009 revised mathematics curriculum and focused on items of 'the Limit of Sequences' which content area is among total 4,632 questions. We investigated how the changed curriculum is reflected in the high school evaluation. Based on the results of the analysis, we confirmed the problems derived from the paper-based assessment. Through this, we sought to draw implications for the educational policy that should be accompanied necessarily in order to stabilize the new curriculum after the revision of the curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.297-318
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• 2014

This study is designed for helping elementary school teachers have an insight into making or choosing questions of descriptive assessment in mathematics. For this, it is analyzed 30 descriptive mathematical questions produced by Gyeonggi Provincial Office of Education in 2011 and 2012 and 3rd to 6th grade students' papers marked by their teachers in charge from 2 elementary schools located in Gyeonggi Province. The main focus of analysis is the errors of students' answers and teachers' marking not from their own mistakes but from the defects of questions themselves. As a result of analysis, 7 cases of problematic situations are induced and they are reorganized into 3 categories as follow: i) case of not performing unique purpose of descriptive assessment, ii) case of inducing the problem of fairness of grading, iii) case of leading students erroneous direction.

• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.331-345
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• 2007

This research is aimed to inquiry retention types of middle school students about results of evaluation in school mathematics, For this purpose, we selected evaluation time, problem types, evaluation score, evaluation factors as important factors which influence to students' retention types. Then we classified students' retention types about results of evaluation in school mathematics. From this results, we selected two students as participants, and collected data through depth interviews of them. In depth interviews, we focused on 'what is the core factor influenced to students' evaluation', 'how the core factors reappear in the future'. Through this process, we analyzed middle school students' retention types about results of evaluation in school mathematics.

• Journal of the Korean School Mathematics Society
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• v.14 no.1
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• pp.85-100
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• 2011

A formal name of the college scholastic ability test of China is P$\check{u}$tongg$\bar{a}$od$\check{e}$ngxu$\acute{e}$xi$\grave{a}$o zh$\bar{a}$osh$\bar{e}$ng Qu$\acute{a}$ngu$\acute{o}$ t$\check{o}$ngy$\bar{i}$k$\check{a}$osh$\grave{i}$(普通高等學校初生全國統一考試), abbreviated to Gaokao(高考). Gaokao is very similar to Korea's College Scholastic Ability Test in that the two exams are measuring test-taker's knowledge and ability included in highschool curriculum and that they are the selective examinations which persons with at least a high school diploma or the equivalent apply for. Therefore, helpful implications for College Scholastic Ability Test of Korea can be drawn from the study of assessment contents and construction of mathematics in Gaokao.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.543-567
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• 2008

The current 2007 Mathematics Curriculum in Korea emphasizes mathematical problem solving, advanced mathematical thinking and effective mathematical communicating. Therefore, in order to assess and evaluate these important thinking attributes, performance evaluation using descriptive and essay type of assessments are emphasized. In this paper, analysis of the elementary mathematics curriculum is used to develop descriptive assessment problems and grading rubrics that could be used objectively and consistently by teachers of the grade 6 school mathematics. The assessment problems were developed, pilot tested, revised, implemented and analyzed in detail to understand the overall effectiveness of the descriptive evaluation method in school mathematics.

• The Mathematical Education
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• v.48 no.1
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• pp.21-32
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• 2009

The purpose of this study is to diagnose the current states and the problems of student assessment of Elementary School Mathematics. For that purpose, this study conducted a survey and had the individual interviews. The surrey items consisted of the six main parts: questions about the development of assessment tools, the method to assess, the grading, the special supplementary courses, the opening of learning effect, and the follow-up guidances. The results of this study are as the follow First, elementary teachers depended heavily on internet sites for developing assessment problems. Second, elementary teachers made use of a performance assessment, a unit assessment, and a term examination at ordinary times. Third, unit assessment was largely referred for grading by elementary teachers. Fourth, in selecting the students for the special supplementary courses, both criterion-referenced assessment and norm-referenced assessment were considered. After finishing the special supplementary courses, additional tests were usually taken. Fifth, elementary teachers took a negative attitude in opening of learning effect. specialty opening of test paper to parents of students was done under 30%. Sixth, fellow-up guidances were the most through the classroom guidances. but consulting with parents of students was not frequently conducted by teachers.

• Journal of the Korean School Mathematics Society
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• v.20 no.3
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• pp.325-344
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• 2017

Since PISA2006, the computer based assessment in mathematics(CBAM) was introduced for the first times and at last PISA2015 used all items in CBAM for problem solving. In this study, we focused on which important properties were considered in constructing geometric 'fence items' used in PISA 2015 to find the future direction over our teacher education, especially for constructing 'computer based assessment items.' For the purpose of the study, we analyzed the fence items on three components such as dependency, invariant, and path found in dragging activities, within a computer environment using the dynamic Geometry Software, GSP. Also, for the future, we provided an open-ended problem related to the fence items, which we could use as the merit of computer-based environment.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.719-745
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• 2012

This research is a study on student's understanding fundamental conception of mathematical curriculum, especially in geometry domain. The goal of researching is to analyze student's wrong conception about that domain and get the mathematical teaching method. We developed various questions of descriptive assessment. Then we set up the term, procedure of research for the understanding student's knowledge of geometry. And we figured out the student's understanding extent through analysing questions of descriptive assessment in geometry. In this research, we concluded that most of students are having difficulty with defining the fundamental conception of mathematics, especially in geometry. Almost all the students defined the fundamental conceptions of mathematics obscurely and sometimes even missed indispensable properties. 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 geometry.