• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.553-560
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• 2022

The research of course-embedded learning evaluation method, which can be used to measure the competency of learners by evaluation of learning outcomes, has been performed for competency-based education in the university. In this paper, we propose an learning evaluation and adaptive feedback model based on learning outcomes, learning subjects, learning concepts graph, and an evaluation matrix. Firstly, we define the layered learning outcomes, a graph of learning subjects and concepts, and two association matric. Secondly, we define algorithms to calculate the level of learning achievement and the learning feedback to learners. We applied the proposed method to a specific course, "Java Programing", to validate the effectiveness of our method. The experimental results show that our proposed method can be useful to measure the learning achievement of learners and provide adaptive feedbacks to them.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.649-659
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• 2002

The purpose of this study was to analyse students' achievement of 'Earth Science' in the Third International Mathematics and Science Study-Repeat(TIMSS-R), which was performed in 1999 with 38 nations participating. Korean 8th grade students' achievement of 'Earth Science' was compared with those of other countries and other content areas in science. Average percent correct of items in each subcategory was also analysed. Most of the 'Earth Science' topics were included in the intended curricula of Korea; they were taught to most of the students in science classes. Korean students ' average scale score of 'Earth Science' was significantly higher than the international average, but in comparison with other science content areas, achievement of 'Earth Science' was relatively low. The teachers' confidence in teaching earth science was lower than their confidence in teaching other science areas. The paper presents the results of item analysis and their implications for science education.

• Journal of The Korean Association of Information Education
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• v.19 no.4
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• pp.499-508
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• 2015

As society evolves into the information society, major countries strengthen software education. Especially, the curriculums of school to enlarge software education are made in major countries. Therefore, Korea Association of Information Education (KAIE) have studied a standard model for software education and revised the standard model that was published in 2014. The KAIE suggested a new plan that contents of software education classify by 'Software', 'Computer System' and 'Convergence Activities.' Therefore, I studied on a curriculum for 'Information' topic in elementary school. In this paper, I suggested the achievement goals for education of 'Information' topic. I nextly suggested teaching-learning and evaluation methods to meet the achievement goals. And I expect that the achievement goals, teaching-learning and evaluation methods I suggested about 'Information' topic will contribute to develop the curriculum for software education.

• Journal of the Korean Chemical Society
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• v.58 no.3
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• pp.303-312
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• 2014

In this study, we analyzed the characteristics of science academic achievement by multiple culture and North Korean migrant students types, percentage of correct answer and discrimination per items per groups, and contents domains using quantitative and qualitative method in the National Assessment of Educational Achievement (NAEA). As a results of analysis, the degree of science academic achievement of the students from multiple culture and North Korean is much lower than that of the general students. Also, the science academic achievement of the students from multiple culture and North Korean migrant is different from the general students. Especially, science academic achievement of the immigrated students and the North Korean migrant students was lowest. The analysis of items that the difference of the percentage of correct answer was large showed that the students from multiple culture and North Korean migrant were equally weak to it in all contents domains, but that the students from international marriage family born in country were weak in some areas. Therefore, the appropriate the teaching and learning method and the educational support is needed considering the group situation, so the educational implications are discussed.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.435-453
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• 2018

The results analysis of National Assessment of Educational Achievement(NAEA) can provide various implications for teaching and learning in the school field. In this study we analyzed the deviation of NAEA achievement level-based correct-answer rate and the distribution of the responses percentages for three years from 2015 to 2017 focused on multiple-choice items. First we calculated the deviation of correct-answer rate between advanced level and proficient level and between proficient level and basic level, and then we selected the items whose deviation of correct-answer rate is more than the third quartile. We explored what the content areas, behavior areas and achievement standards of each item are and what the achievement standards and characteristics of these questions are. Based on the results of the analysis, we intended to derive implications for appropriate teaching-learning methods at each achievement-level.

• The Journal of Korean Association of Computer Education
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• v.11 no.5
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• pp.9-17
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• 2008

In this study, the achievement standards of the "Construction and Operation of Infomation unit were established as the revision of the middle school Infomatice Curriculum in 2007. Based upon archievement standards, the assessment standards were made. And the exemplification was presented for it. The levels of the achievement unit were set in the small unit level through the understanding and the analysis of the new curriculum. The achievement standards were stated in the point of views of the students. The assessment standards divide students' achievement into three level(high/middle/low) and state each level so that it can guide evaluation of achievement. Considering the education environments, the time of the course, and the students' levels, the achievement and assessment standards can be reconstructed and would be used. Before the application of the revised Informatics curriculum, we intend for the understanding about new curriculum to be improved and for the informatics of educational activities to be advanced in quality.

• Journal of the Korean Chemical Society
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• v.65 no.1
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• pp.25-36
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• 2021

This study aimed to analyze achievement characteristics of Korean students in the results of PISA 2018 science domain. To this end, the characteristics of PISA 2009 to PISA 2018 science were analyzed in terms of the percentage of each performance level and the ratio of male and female by achievement level; in addition, the percentage of correct answers by framework subscale was compared with PISA 2015. The results showed that Korea has a higher percentage of students at the lower level of achievement as compared to the high-ranking countries of PISA, and the ratio of students at the higher level of achievement was lower. On average, the difference in achievement between boys and girls was negligible; however, but at the higher achievement level, the ratio of boys continued to be higher than that of girls. In addition, in the PISA science framework, the percentage of correct answers of the questions corresponding to 'personal' of 'contexts', 'evaluate and design scientific enquiry' of 'competencies', 'epistemic' of 'knowledge', and 'high' of 'cognitive demand' increased; similarly, and achievement improved as compared to PISA 2015. Based on these results of the study, we propose a method for improving teaching and evaluation to foster Korean students' scientific competence.

• Journal of The Korean Association of Information Education
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• v.25 no.6
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• pp.1005-1013
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• 2021

With the prolonged COVID-19, the existing academic gap is widening. The purpose of this study is to provide homeroom teachers with a visual confirmation of the academic achievement gap in grades and classrooms through academic achievement analysis, and to use this to help them design lessons and explore ways to improve the academic achievement gap. The data of students' Korean and math diagnostic evaluation scores at the beginning of the school year were visualized as clusters using the K-means algorithm, and as a result, it was confirmed that a meaningful clusters were formed. In addition, through the results of the teacher interview, it was confirmed that this system was meaningful in improving the academic achievement gap, such as checking the learning level and academic achievement of students, and designing classes such as individual supplementary instruction and level-specific learning. This means that this academic achievement data analysis system helps to improve the academic gap. This study provides practical help to homeroom teachers in exploring ways to improve the academic gap in grades and classes, and is expected to ultimately contribute to improving the academic gap.

• East Asian mathematical journal
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• v.28 no.4
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• pp.487-504
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• 2012

This study was to analyze the research trend related to mathematics education evaluation in the analysis of the articles on , . The study explores the future direction of mathematics education assessment research by investigating whether such evaluation was suitable for the expectation about the assessment required in the current mathematics curriculum. This study was to classify the evaluation-related researches based on Korea educational curriculum revision from 1991-2010 to examine the research trend on the mathematics education evaluation in each season in Korea, analyze the articles by 'monitoring of student's progress', 'judgement on instruction', 'giving the value on mathematics achievement of students', 'value judgement of the program' that were the purpose of evaluation presented in 1995 NCTM(National Council of Teachers of Mathematics). As a result, looking at the research trend classified by the time of the educational curriculum revision, the 7th educational curriculum had the most number of the papers announced from 1997-2006. Despite 2007 educational curriculum revision was the short period from announced 2007-2008 before the next educational curriculum was placed, 11 papers(34.4%) were published. According to the category by the purpose of the assessment prescribed in NCTM, it showed that researches of 'monitoring of student's progress(46.9%)' were the most, those of 'value judgement of the program' and 'giving the value on mathematics achievement of students had a similar percentage.

• Journal of the Korean School Mathematics Society
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• v.7 no.1
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• pp.71-81
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• 2004

This study aimed at analyzing the real situations and problems related to the performance assessment and surveying the relationship between performance assessment and teaching-learning in schools. Especially, It focused on the performance assessment through ICT teaching method. Next, by suggesting performance assessment patterns in Math, this study tried to approach solution as follow: difficulties in setting up evaluation items, objectiveness or impartiality in evaluation, complexity in putting them into practice, time modulation related to evaluation, reduction of teachers' heavy burden in teaching and achievement to specific aims in each period. Finally, some suggestions were made as follow: more concerns and efforts were needed to establish better math teachers and physical environment with regard to teaching math in schools.