• Journal of Korean Library and Information Science Society
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• v.43 no.3
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• pp.193-216
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• 2012

In recent years, strengthening educational accountability of school as the public institutions has been emphasized. Thus, most countries perform national student assessments and programme for international student assessment(PISA) in order to prove the educational accountability. The school library supported by the educational institutions are no exception, school library has demanding the educational accountability. The purpose of this study was to compare the reading domain of PISA and standards for the 21st-century learner of AASL, it is to investigate that the school library contributes to PISA achievement. In this study were analyzed domain of PISA 2009 reading literacy and questionnaires. The results, PISA questionnaire contains a lot of elements in the school library and PISA is consistent with standards for the 21st-century learner of AASL.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.117-129
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• 2022

The ability to creatively pursue new knowledge and perspectives across various disciplines has established itself as a basic literacy for living in the 21st-century convergence era. With the development of various creative education programs, assessment tools that can objectively and systematically evaluate learners' academic achievement are also required. Therefore, this paper proposed the self assessment, peer assessment, creativity assessment, and reflection tool based on the hyper blended practical model as assessment tools for creative convergence education programs for elementary and secondary school students. The developed assessment tools attempted to develop more completed evaluation methods by modifying two items and deleting four items through validity tests. In addition, the evaluation tool was applied to 596 elementary and secondary school students nationwide, and the application results were analyzed through one-way ANOVA and Wordcloud system. As a result of the analysis, it was found that the self assessment and the reflection tool need to develop questions according to the grade group. In addition, we proposed to use these assessment tools in blended classes or various educational activities in the changing classroom environment. We hope that this paper provides implications for developing evaluation systems and tools for creative convergence education.

• Journal of the Korean Chemical Society
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• v.58 no.5
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• pp.463-477
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• 2014

The purpose of this study is to investigate the teaching-learning effects in the experimental classes for the 'Redox' unit of science textbook of 11th grade using self-regulated learning strategy. Simultaneously, the effects of teaching-learning through the student's characteristics of the scientific high school were also included. The experimental and the controlled groups were selected by the teaching-learning method established on self-regulated learning strategy and regular laboratory activity based on the teacher' instruction, respectively. The questionaries of the scientific inquiry and scientific attitude were examined by the student. For their achievement, the total score which was obtained from the formative evaluation and performance assessment was utilized. After the laboratory activity for the unit grounded on the self-regulated learning strategy, the mean values of the scientific inquiry, scientific attitude, and achievement by the experimental group were higher than those of the controlled group. There was significant difference between the two groups in the post-test. By the results of the post-test for the experimental group, there has been somewhat relationship between the self-regulated learning strategy and the scientific inquiry, the scientific attitude, and the scientific achievement.

• English Language & Literature Teaching
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• v.16 no.4
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• pp.153-184
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• 2010

On the bases of the 5 principles and the 4 criteria for designing and developing of the listening and the reading test of National English Ability Test (NEAT), this study presents Item-Types Decision-Making Model as a blueprint for designing and constructing the two tests. It sets up the criteria for validating item types, designs a modular type of test specifications, constructs an item-types bank, and specifies a complementary type of test specifications of the two tests. To gather all these threads up, it constructs Item-Types Decision-Making Model which consists of such components as the item-type pool, the validity criteria and the procedures of testing item types, the item-types bank, the modular and the complementary type test specification. Thus, it shows how the Model works in developing and constructing the two level-differentiated listening and reading tests (the 2nd and the 3rd rank) of NEAT. Finally, it discusses some implications and applications of the Model to the two level-differentiated tests (the A and the B type) of 2014 CSAT (College Scholastic Ability Test) systems, National Assessment of Educational Achievement (NAEA), and classroom testing. In conclusion, Item-Types Decision-Making Model functions as a testing template in an item development system and as a matrix in an item-types bank system.

• Journal of Digital Convergence
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• v.13 no.2
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• pp.23-34
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• 2015

The purpose of this study is to analyze comprehensively Jeju Self-Governing School Policy (JSSP) by using the four dimensional views of policy theory frame and to suggest its improvements. The results are as follows: First, JSSP should improve differentiation of curriculum and locality centered on local basis, wide application of the special laws, and professional accountability. Second, JSSP should improve the policy structure of educational governance and differentiated standard of students achievement assessment, resolve equity issue, and secure the self-finance of the schools. Third, JSSP should improve localization of educational administration, administrative and financial support for teachers, parent's empowerment, and students understanding of the policy, and expand principal invitation system, Fourth, JSSP should improve public relations, the roles of the Council and professionalism of assessors, and adopt efficiency approach into the assessment system.

• School Mathematics
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• v.9 no.2
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• pp.223-240
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• 2007

The purpose of this study was to investigate the degree to which the middle school mathematics curriculum matched the item difficulty levels of representative mathematics items. The items used in this study were developed for the National Assessment of Educational Achievement. Ranks for difficulty values of the 60 multiple-choice item were calculated via both Classical Test Theory and Item Response Theory and correlated with the rank order of the mathematics content and cognitive domains sequence. There are six content domains; number and operation, algebra, measurement, figure, pattern and function, and probability and statistics. The cognitive domains include computation, understanding, reasoning and problem-solving. Results suggest a congruence between cognitive domain's sequence and item difficulty levels of items based on that sequence. This finding indicates that the linear or hierarchical assumptions concerning the sequence appears to be reasonable. The characteristics of items that were exceptions to this trend were addressed.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.29-43
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• 2016

There have been much efforts to reconstruct the science curriculum focusing on Disciplinary Core Ideas(DCI) in many countries such as America and Europe, the most practical effort has been to design a curriculum with learning progressions(LPs). LPs describe stepwise how students can systematically move toward the understanding of more sophisticated ideas or scientific activities and explain in succession the process of understanding the ideas while the students learn. In this study, a LP for ecosystems has been developed, and the developed LP is then evaluated accordingly. The Ecosystem is one of the DCI of the life science in Next Generation Science Standards(NGSS). The development process of the LP was set at step 4(Development, Assessment, Analysis, and Amendment), and developed through an iterative process of sequences. As a result of analyzing the developed LP, an assessment based on the LP provides reliable information to identifying student ability. This study proposes the development process of the LP and its methodological aspects to use Core Achievement Standards, Ordered Multiple-Choice items and the Rasch model. In addition, using the empirically proven LP suggests a way of strengthening curriculum linked to educational content, teaching methods and assessment. Utilizing the proposed development process in this study will be to present the standard into the direction of becoming part of the curriculum. Currently, the state of domestic research for the LP is still lacking. This study determined the development process of the LP and the need to conduct future research on the LPs.

• Journal of Home Health Care Nursing
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• v.27 no.1
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• pp.42-52
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• 2020

Purpose: This study aimed to find grounds for the development of a health promotion program by examining the risk factors affecting children in low-income families. Methods: This was a cross-sectional study. The subjects were 288 children under 13 years of age in We-Start, W city. The tools used included a household information questionnaire and risk assessment tools. The data were analyzed using t-test, ANOVA, and multiple regressions. Results: Risk factors like disability problems (β=.38, p<.001), residential environment (β=.37, p<.001), parenting type (β=.27, p=.003), the foster's educational level (β=.22, p=.011), and the gender of the child (β=.19, p=.030) explained 51% (p<.001) of the preschoolers in crisis. For the schooler, academic achievement (β=.39, p<.001), disability problems (β=.24, p<.001), adaptation to school (β=.23, p<.001), noise from the environment (β=.20, p<.001), and the foster's job (β=-.15, p=.007) explained 50% (p<.001) of crisis of schooler. Conclusion: The study found that children (disability, gender), family (residential environment, type of parenting), and caregivers (educational level, economic competence) had a complex impact on crisis situations. In children of a school-going age, school life appeared to be an important influencing factor. Therefore, an integrated case management approach that considers children, carers, and the home environment is necessary.

• Journal of The Korean Association of Information Education
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• v.24 no.5
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• pp.511-518
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• 2020

Preparing for the Fourth Industrial Revolution and Corona-19, our education is expanding a new chapter of learning to the era of AI education that incorporates software technology beyond software education. In this study, we will analyze the case of learner-centered assessment in software education and examine the assessment direction of artificial intelligence education through its effectiveness. Through the case of applying learner-centered assessment to non-computer subjects including computer subjects, we sought the effects on learners' learning, environmental conditions and assessment models of learner-centered evaluation, and through the case of applying the learner-centered assessment model to software education, we wanted to find out what the learner-centered assessment in artificial intelligence education suggests to the educational site. According to the analysis, the learner-centered assessment had a significant effect on the learner's achievement goal, and it is expected that the learner-centered assessment in artificial intelligence education will be carried out smoothly when an objective evaluation system and objective evaluation model are designed to help the learner's assessment, building digital environment conditions based on intelligent information technology.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.615-633
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• 2023

This study analyzed Korean studies up to August 2023 to suggest the direction of future research on basic academic abilities in mathematics. For this purpose, frequency analysis and LDA-based topic modeling were conducted on the Korean abstracts of 197 domestic studies. The results showed that, first, 'academic achievement', 'impact', 'effect', and 'factors' were all ranked at the top of the TFs and TF-IDFs. Second, as a result of LDA-based topic modeling, five topics were identified: causes of basic academic abilities deficiency, learning status of math underachievers, teacher expertise in teaching math underachievers, supporting programs for math underachievers, and results of National Assessment of Educational Achievement. As a direction for future research, this study suggests focusing on the growth of math underachievers, systematizing the programs provided to students who need learning support in mathematics, and developing teacher expertise in teaching math underachievers.