• Journal of the Korean School Mathematics Society
• /
• v.18 no.3
• /
• pp.335-352
• /
• 2015

In this paper, we selected 145 students from engineering college students who took P University's the Scholastic Level Assessment and registered the Basic Mathematics Class among the students who achieved 4th~7th grade in the mathematics B-type of the College Scholastic Ability Test. We compared and analyzed the correlation among the chosen students' grade for the College Scholastic Ability Test, test results of the Scholastic Level Assessment and mid-term test of the Basic Mathematics Subject, type of college entrance and actual condition survey of students in order to derive optimized teaching method for general mathematics subjects which can possibly increase the students' academic ability.

• Communications of Mathematical Education
• /
• v.23 no.2
• /
• pp.279-296
• /
• 2009

In this paper, we utilize student survey, scholastic level assessment and class evaluation in order to address the problems and find out the improvements on operating the subjects in the university-level program(UP), focusing on the Calculus I. We also propose effective management strategies and learning methods for the UP classes consisting of excellent high school students.

• East Asian mathematical journal
• /
• v.30 no.4
• /
• pp.493-507
• /
• 2014

The purpose of this thesis is to understand the relationship between the College Scholastic Ability Test(CSAT) and the Mathematics Level Assessment(MLA) which is conducted in P University. There are high correlations in grades, subject areas and college entrance types between grades of mathematics B-type of the CSAT and scores of the MLA. However, the many students showed substantial differences between the grades in the two tests. On the basis of these analysis results, we suggest plans for improving the implementation of the MLA and the teaching-learning methods about College General Mathematics.

• Journal of Educational Research in Mathematics
• /
• v.21 no.1
• /
• pp.87-103
• /
• 2011

The purpose of this paper is to investigate the effects on academic achievement for university basic mathematics in order to improve the problem-solving abilities of low achievement students in university general mathematics. In this paper, we suggest effective management strategies and teaching-learning methods according to level-based classes with utilizing scholastic level assessment, students survey, Mathematics Cafe and tutorial program, and also managing demonstration classes which are using Webwork system for assignments and evaluating the class.

• Communications of Mathematical Education
• /
• v.23 no.3
• /
• pp.823-848
• /
• 2009

In this paper, we try to find improved solutions for problems with general mathematics education courses. We suggest effective management strategies and teaching-learning methods by level-based classes with utilizing students survey and scholastic level assessment, and management of Mathematics Cafe and its homepage, and also setting example classes for assignments on the Webwork system and evaluating the class.

• East Asian mathematical journal
• /
• v.32 no.4
• /
• pp.501-518
• /
• 2016

In this paper, we analyzed the correlation among scores of the mathematics B-type grade of College Scholastic Ability Test(CSAT), scores of Mathematics Level Assessment(MLA) and written test scores of Basic Mathematics Subject(BMS) made by students. Especially, we examined the relationship between CSAT grade with results of MLA and results of BMS through survey of students who changed their grades and learned about reasons. In addition, we analyzed error types for the descriptive problem solving in BMS written tests..

• Journal of The Korean Association For Science Education
• /
• v.16 no.3
• /
• pp.314-328
• /
• 1996

This study investigated the literature about science process skills' evaluation to analyse transition of evaluation objectives before and after a Scholastic Ability Test for College Entrance. In the literature survey the researcher established a 3 dimensional science assessment framework with X axis as science concept, Y axis as science process skills and Z axis as problem context. In order to analysis and compare each items the researcher selected 210 items from the 1st to the 7th trials and 138 items from the 1st to 4th Scholastic Ability Test for College Entrance and sampled 2873 science achievement test items from 10 high schools. In accordance with this taxonomy the researcher analysed and compared science process skills item forms. The following results were drawn : The items were evenly distributed in all the four areas(Earth Science, Biology, Physics and Chemistry) of the science concept domain, but they were heavily concentrated on data analysis and drawing a conclusion in science process domain. In the domain of problem context school context was the majority. In spite of distribution like this the ratio on science process skills measurement items and science achievement test items was increased after the Scholastic Ability Test for College Entrance was given. Also the ratio on item expression type was increased. Item form was almost 5 options selection type in the national level test. Although there were 4 options selection type, 5 options selection type, short answer type, essay type in school level test, rising from 33.1% to 65.5% on 5 options selection type is exhibited. This study showed that the school level item form was better various than the nation level. This point like this is the evidence for the improvement toward the science process skills test and influenced by Scholastic Ability Test for College Entrance. The ratio on the item which joined with the 3 axes had a mean of 99.3% in nation level test and mean 44.9% in school achievement test level. But the ratio in the school achievement test level increased after the Scholastic Ability Test for College Entrance was given. In view of this study we must furthermore study the item types which can evaluate valjdately science process skill's five stage each and evaluation method by the high school students' problem solving patterns and features in scientific inquiry on all science process skills elements.

• East Asian mathematical journal
• /
• v.30 no.4
• /
• pp.527-544
• /
• 2014

The purpose of this thesis is to analyze mathematical errors in descriptive problems of the Mathematics Level Assessment(MLA) which is conducted in P University. We classified mathematical errors, which are easily made in solving the descriptive problems of the MLA, into nine types as misused data, misinterpreted language, logically invalid inference, misunderstood theorem or definition, unmatched solution, technical errors, omission of solving process, ambiguous errors, and unattempted errors. With classifying the errors in nine types, we analyzed the errors of students, who are in intermediate and low level grades, by descriptive problems. On the basis of these analysis results, we suggest plans for improving the implementation of the MLA and the teaching-learning methods about College General Mathematics.

• English Language & Literature Teaching
• /
• v.16 no.4
• /
• pp.153-184
• /
• 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 the Korean School Mathematics Society
• /
• v.16 no.2
• /
• pp.435-457
• /
• 2013

The purpose of this paper is to discover effective teaching and learning methods for improving low level mathematic matriculants', who passed the early decision program, problem solving abilities by analyzing their error patterns in the special lecture for basic mathematics in P University. In this paper, we examine the matriculants' understanding and errors on the fundamental concepts of function, and continuity and differentiability of function based on the pre-examination. We also measure the their academic achievement in the special lecture for basic mathematics, and analyze the differences of error patterns between pre-test and post-test result on the concepts of continuity and differentiability of function.