• Journal of Educational Research in Mathematics
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• v.16 no.3
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• pp.199-220
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• 2006

One of the main objectives of National Assessment of Educational Achievement (NAEA), which is implemented by Korea Institute of Curriculum and Evaluation(KICE), is to manage the qualities of National Curriculum. Thus we considered NAEA as the research for educational program assessment and tried to find out how to make NAEA better for achieving that objective. For the purpose of this paper we analyzed the present conditions of NAEA into four perspectives. And then according to each perspective we explored schemes for improving NAEA. In conclusion, we proposed the following; Firstly, in relation to assessing students' understanding of the mathematics contents, the meanings of Achievement Levels have to become much more clear and concrete. in relation to assessing for comparing student' understanding according to mathermatics content areas, the number of items has to be increased for elevating validities of NAEA. Thirdly, in relation to gathering the information about properties which are shown by the students in particular Achievement, it is necessary to think about how to produce items for the purpose in the step of developing items in NAEA. Finally in relation to collecting the data which can be useful for relevance of mathematics contents, it is necessary to make a special group of items for identifying relevance of mathematics contents, and to apply performance assessments on part of the students, not whole students.

• Journal of Science Education
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• v.41 no.3
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• pp.382-404
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• 2017

This study aims to explore a learning progression for eight core concepts of middle school science using constructed response items in the national assessment of educational achievement (NAEA). For this purpose, a total of 7,390 responses of the 9th graders on 8 constructed response items in NAEA conducted in 2015 were inputted by computer and the inputted answers were analyzed and classified into different levels. After completing this process, five levels were set for each construct and a construct map was created according to the levels. In this study, the construct map was written in a progression-based rubric format, which was used as a criterion for leveling the answers of all students. In addition, the Rasch model was applied to measure the scores and achievements of the respondents by means of statistical analysis to correlate the scores of the students with the achievement levels of the constructs. Lastly, a preliminary learning progression was created by revising the construct map reflecting the results of Rasch model application. This study was meaningful in that it explored the possibility of developing the learning process by using constructed response items in NAEA. However, the preliminary learning progression developed in this study is still hypothetical and inferential because it is not longitudinally traced to individual students. Therefore, it is necessary to continually revise and supplement through iterative research process.

• School Mathematics
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• v.18 no.2
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• pp.231-256
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• 2016

In this paper I will look into achievement standards which show gender difference. This work is based on the average of percentage of correct answer about items taken in National Assessment of Educational Achievement (2010~2014) at each male and female student of middle school. Achievement standard becomes the basic unit when teachers make study plans as the smallest unit that composes the curriculum. Study plans are expressed concretely according to lesson time numbers, and then lesson time numbers are determined by achievement standards. Therefore, objective informations about gender difference appearing in achievement standards will play an important role in embodiment of programs to obliterate gender difference when teachers make study plans. Also This research is expected to play a role as an indicator in studying on gender difference in mathematics education.

• Journal of Educational Research in Mathematics
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• v.22 no.1
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• pp.1-22
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• 2012

The purpose of this study is to understand Korea students' characteristics as well as to give important information of improving our education using comparative analysis of framework, test booklets, test results between PISA 2009 and NAEA 2009. PISA 2009 was administered on May of 2009 and NAEA was administered on October of same year. The summary of the results of comparing two assessment is as follows First, cut score of NAEA Advance level is bigger than the cut score of level 5, which is considered as high achievement level. The cut score of Basic level of NAEA is also higher than the level 2 of PISA, which is considered as basic achievement level. This phenomenon can show that NAEA achievement level is set little bit higher than the achievement level of PISA in mathematics domain. Second, the percentage of female students on higher level was higher than that of male students. In suburban area, the percentage of high level was small and the percentage of low level was big. Third, students of Advanced level are distributed concentrating in PISA levels 4~6, Proficient achievement level concentrating in PISA levels 3~5, Basic achievement level concentrating in PISA levels 2~4, and below basic achievement levels concentrating in below level 1 and level 3 of PISA. Fourth, the correlation between NAEA 2009 and PISA 2009 achievement scores are significantly positive. However, the correlation of subscales were low. Fifth, analysis of non-equivalent group, 11 items located in 'change and relationship', 'uncertainty', 'connection cluster' domains found to be significantly different. The percent correct showed very big difference. The analysis results presents the implication of mathematics curriculum, teaching and learning methods as well as National Assessment of Educational Achievement.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.281-302
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• 2015

In the current study, answer sheets from 8007 students in 236 Korean schools were selected and analyzed to examine errors that emerge in the process of solving descriptive questions of the National Educational Achievement Assessment in mathematics. Questions used in the analysis were response assessment covering middle school mathematics topics: "mathematical symbols and equations" and "functions." The behavioral domain of the questions was that of "problem solving and computation," which requires establishing an equation for a word problem and allows the calculation of an answer that meets a certain condition. The analysis results revealed various errors in each stage of each question, from understanding to solving; the study attempts to conjecture causes for these errors and draw pedagogical implications.

• Journal of Science Education
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• v.36 no.2
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• pp.394-407
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• 2012

This study analyzed the result of the National Assessment of Educational Achievement (NAEA) in a Grade 9 Science class. The study first found that the ratio of below basic achievement was 8.1 percent. This means that a large number of middle school students have not reached basic scientific literacy. Second, the ratio of male students in the below basic level was 10.4 percent, which was double the ratio of female students at 5.5 percent. Third, according to the analysis of achievement by gender, female students outperformed male students. In addition, the female students' standard deviation was smaller than that of the male students, and their scaled scores were distributed nearer the average than that of the male students. Furthermore, analysis of achievement by content domains indicated that females outperformed in all content domains including motion and energy, materials, life, and earth sciences. Showing a similar tendency in the behavior domains, females outperformed males in all behavior domains except the understanding domain. Last, for achievement by living area, students living in the middle and small cities showed the highest scaled score, 196.81. Whereas the average scaled score of the students living in the big cities was 196.15; that of the students living in rural areas was 194.86. With respect to the standard deviation, big cities had the largest, 33.73. That of middle and small cities was 33.70, and of rural areas was 32.92. Although students in cities showed higher achievement in science compared to students in rural areas, they had a bigger gap in academic achievement.

• Journal of the Korean School Mathematics Society
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• v.14 no.1
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• pp.65-84
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• 2011

The purpose of this research is to draw some implications for reducing gender differences in educational achievement of mathematics by inquiring those in mathematics-related attitudes. For this purpose, this article analyzed the gender difference in mathematics-related attitudes of the elementary, middle, and high school students. Also, mathematics-related attitudes according to achievement levels was analyzed. The findings of this study are as follows. Firstly, in the scores on mathematics-related attitudes, male students were significantly higher than those of female students. Secondly, in the evaluation of the subordinate factors of mathematics-related attitudes, gender differences were shown a little bit larger in the areas of interest and self confidence than in the area of perception of mathematics value regardless of grades. Thirdly, in all schools, the higher achievement level is, the higher the score of mathematics-related attitudes is. Lastly, gender differences on mathematics-related attitudes in advanced level group is bigger than those in other level groups.

• Journal of The Korean Association For Science Education
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• v.42 no.6
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• pp.611-619
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• 2022

The purpose of this study is to explore the possibility of applying big data analysis to provide appropriate feedback to students using evaluation data in science education at a time when interest in educational data mining has recently increased in education. In this study, we use the evaluation data of 2,576 students who took 24 questions of the national assessment of educational achievement. And we use K-means cluster analysis as a method of unsupervised machine learning for clustering. As a result of clustering, students were divided into six clusters. The middle-ranking students are divided into various clusters when compared to upper or lower ranks. According to the results of the cluster analysis, the most important factor influencing clusterization is academic achievement, and each cluster shows different characteristics in terms of content domains, subject competencies, and affective characteristics. Learning motivation is important among the affective domains in the lower-ranking achievement cluster, and scientific inquiry and problem-solving competency, as well as scientific communication competency have a major influence in terms of subject competencies. In the content domain, achievement of motion and energy and matter are important factors to distinguish the characteristics of the cluster. As a result, we can provide students with customized feedback for learning based on the characteristics of each cluster. We discuss implications of these results for science education, such as the possibility of using this study results, balanced learning by content domains, enhancement of subject competency, and improvement of scientific attitude.

• The Mathematical Education
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• v.60 no.2
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• pp.209-228
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• 2021

The purpose of this study is developed the Item Feature Analysis (IFA) frameworks for curriculum-based assessments, focusing on Math competency and representation in secondary schools and implemented the IFA in National Assessment of Educational Achievement. To conduct the study, previous studies were analyzed, and feasibility studies were conducted twice. As a result of the study, we structured the IFA framework based on the 2015 revised mathematics curriculum in Korea and developed a method to analyze the characteristics of the math items. The results of structuring the framework for math included two categories: math competency in the content aspects, and representation type in the formal aspects. Specifically, 12 features of math competency and 8 features of representation type were identified, and an item feature analysis framework composed of these features was developed. The math competency was developed based on the subject competency of 2015 national curriculum. Math assessments in high schools, which have been changed to the competency-based assessments, had more frequency of the feature of math competency compared to middle schools. In this study, implemented the IFA in National Assessment of Educational Achievement and explored the way of ensuring the validity. These have been proved as critical applications for ensuring the validity of curriculum-based student assessment as well as building a tool for assessment.

• Journal of Engineering Education Research
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• v.14 no.1
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• pp.74-81
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• 2011

In this paper, the author researched to enhance course outcomes while increasing the interest in engineering design through the 'Introduction to Engineering Design Course'. Deviating from the current practice of engaging in content-oriented lectures, the redesign of the weekly lecture has been conducted with a focus on learning achievement in order to enhance design competency, teamwork and communication skills, which are the goals of the PO3, PO6 and PO7, respectively. Moreover, assessment tools have been developed according to learning achievement, and rubrics, the measurement criteria, have been defined according to the respective assessment tools, along with course goals for learning achievement and results analysis. To enhance course learning achievement, as well as to induce interest in and satisfaction with the 'Introduction to Engineering Design Course', a design project utilizing a Boe-Bot robot has been carried out. An evaluation on learning achievement and lecture has identified an increase in learning achievement and interest in design in comparison with that of previous lectures.