• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.160-181
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• 2012

The purpose of this study is to understand raters' errors in rating performance assessments of science inquiry. For this, 60 middle school students performed scientific inquiry about sound propagation and 4 trained raters rated their activity sheets. Variance components estimation for the result of the generalizability analysis for the person, task, rater design, the variance components for rater, rater by person and rater by task are about 25%. Among 4 raters, 2 raters' severity is higher than the other two raters and their severities were stabilized. Four raters' rating agreed with each other in 51 cases among the 240 cases. Through the raters' conferences, the rater error types for 189 disagreed cases were identified as one of three types; different salience, severity, and overlooking. The error type 1, different salience, showed 38% of the disagreed cases. Salient task and salient assessment components are different among the raters. The error type 2, severity, showed 25% and the error type 3, overlooking showed 31%. The error type 2 seemed to have happened when the students responses were on the borders of two levels. Error type 3 seemed to have happened when raters overlooked some important part of students' responses because she or he immersed her or himself in one's own salience. To reduce the above rater errors, raters' conference in salience of task and assesment components are needed before performing the holistic scoring of complex tasks. Also raters need to recognize her/his severity and efforts to keep one's own severity. Multiple raters are needed to prevent the errors from being overlooked. The further studies in raters' tendencies and sources of different interpretations on the rubric are suggested.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.69-90
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• 2011

To develop the descriptive evaluation questionnaire with high validity and reliability on the Clothing and Textiles section of the middle school Technology & Hone Economics textbook, apply it to students and analyze its results. We made out a draft for descriptive evaluation questionnaire that was based upon the concrete establishment of the goal and the range of evaluation. We also made a rubric for scoring as well as sample answer-sheets. Finally, we completed a total of twenty three descriptive evaluation questions and we applied it to sixty five 2nd-grade students in two classes in a middle school. Descriptive evaluation questionnaire exhibited the relative high validity on each question. Moreover, three graders gave the same score on each question of descriptive evaluation, suggesting that descriptive evaluation questionnaire has the high inter-grader reliability and the strong correlation. But, low academic achievement was generally observed in the subjects. They had difficulty in describing their knowledge via their own language and drawing up accurate and detailed answers. They recognized the positive aspects of descriptive evaluation questionnaire, but they felt it uncomfortable due to study-burden and description itself. To overcome these limitations, it is required that students should experience various materials related to subject contents in classes as well as textbooks, concentrate themselves on finding solutions for problems, expand their scope, and practice describe them in advance. Therefore, the additional training for description evaluation questionnaire will be necessary for the more efficient and discriminative questionnaire. Also the questionnaire with high validity and reliability should be developed and the aggressive and voluntary participation of teachers will be needed.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.582-598
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• 2000

There are many bioethical issues in line with the rapid advance of biology. In this situation, it is important for students to make a rational decision on value problem. In this study 'value inquiry in biology education' is defined as 'the process of rational value judgement and wise decision-making in the biology-related value problem' and the model was developed. To develop the model, value inquiry models were reviewed. Value clarification model is helpful for the formation of the personal value as the process of individual value inquiry, but it isn't helpful for clarifying the value conflicts. Value analysis model focuses on the rational solution of value problem through the logical procedure. But it has the limitations that overemphasizing the logical and systematic aspects results in devaluating students' affective aspects. So it is necessary to coordinate psychological and logical aspects of value inquiry. In this regard, the model was developed, including identifying and clarifying value problem, understanding biological knowledge related to conflict situation, considering on the related persons, searching for alternatives, predicting the consequences of each alternative, selecting the alternative, evaluating the alternative, and final value judgement and affirming it. The educational objectives of value inquiry were selected in consideration of the ability to carry out the steps of the developed model. And the selected contents were animal duplication, test-tube baby, genetic engineering, growth hormone injection problem, brain death, organ transplant, animal to be experimented and were organized on the basis of the 6th and the 7th science curriculum. And the suitable instructional models for the value inquiry education were selected: bioethical value clarification decision-making model, group presentation according to the value analysis model, role play and debate, and discussion through web forum. And the interview was considered to be suitable to evaluate the students' value inquiry ability and the rubric was made to evaluate the attainment of the educational objectives for value inquiry.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.135-153
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• 2019

The purpose of this study was to develop teaching-learning plans applying ARCS strategies for food safety education, focusing on units related to the 'food selection and safe cooking'. To achieve this purpose, this study was conducted in the following order of analysis, design, development, assessment I, revision I, assessment II, revision II, and completion. In the analysis stage, 2015 revised curriculum and middle school technology-home economics textbooks(12 kinds) contents of 'food selection and safe cooking' among content elements of core concept 'safety' were analyzed. In the design and development stages, teaching-learning plans, teaching-learning materials, and evaluation rubric for teaching-learning outcomes using the ARCS motivation strategy were developed. In the phases of assessment I and revision I, evaluation items were selected as open-ended questions about food safety education factors and ARCS strategies, and their validities were verified by four experts. The teaching-learning plans for nine lessons were revised based on the feedbacks such as evaluation plans considering the correspondence between instruction and evaluation, strategy to reinforce intrinsic motivation, correction of improper contents composition, and so on. In the phases of assessment II and revision II, the validity of the three items, including relevance of each teaching-learning to food safety education, suitability of learning goals, and appropriateness of motivation strategy, was verified by seven experts. The final teaching-learning plans for 10 lessons were developed by revising and supplementing the data by compiling opinions of the assessment II. It is expected that this study can contribute to food safety education for middle school students, and that teaching-learning plans which apply ARCS strategies for food safety education will be used as good references for school teachers and curriculum developers.