• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.191-209
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• 2021

This study analyzed how characteristics of process-focused assessment are implemented in the distributed process-focused assessment examples in elementary school science education. To this end, through a review of previous studies, the analysis perspectives on the characteristics of the process-focused assessment were extracted into six categories. Using the analysis framework, it was described how process-focused assessment examples in elementary school science education developed by metropolitan office of education reflected the characteristics of process-focused assessment. As a result of the study, the characteristics of process-focused assessment were often formally reflected in sample materials. For example, there was a lack of skills on how to effectively integrate instruction and evaluation in practical terms. In many cases, feedback simply induced a recall of a learned concept or simply guides a related scientific concept. In some cases, the characteristics of process-focused assessment did not appear prominently in the sample materials. Also the developed sample materials were divided into the same type as the existing science and performance assessment questionnaire, a narrative·essay type, and a type similar to experimental workbook.

• Journal of Korean Elementary Science Education
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• v.18 no.1
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• pp.65-73
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• 1999

The purpose of this study is tile development of tile observation Assessment criteria that is used to assess manipulative skills in elementary science. The procedures of developing observation Assessment criteria are as follows. First, we investigated the actual condition about science process skills assessment with tile questionnaire. Second, we selected 7 experimental apparatus through the analysis of the science textbooks. The selected experimental apparatus are dropper, alcohol lamp, thermometer, test tube, filtering device, able balance, graduated cylinder Third, the observation Assessment criteria arc developed through tile analysis of the related experimental textbooks, the demonstrations, and the questionnaire, Forth, tile validity is verified by science education specialists and graduate students who major in science education. Fifth, the first jilter-rater agreement is investigated in the result of the field with observation criteria of which the validity was verified. The second inter-rater agreement is investigated through the revision and the addition of the criteria with the low agreement. In result, the jilter-rater agreement ranged from 0.86 to 0.98. One of the major problems in observation assessment is the rater's subjective viewpoint. So, this research shows a more specified scale and criteria for the assessment. This suggests that the observation Assessment criteria developed in tile study satisfies the high reliability and validity requirements. Considering the results, this criteria call be used effectively for assessing manipulative skills of elementary school students.

• Journal of Korean Elementary Science Education
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• v.28 no.3
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• pp.352-360
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• 2009

In this study, we investigated the relationships among elementary school teachers' perceptions of constructivist science assessment, views on science teaching and learning, science teaching efficacy belief, and the perceptions of constructivist science learning environment. An exploratory factor analysis was conducted to validate the factor structure of the perceptions of constructivist science assessment test. The test consisting of 3 factors with 21 questions in the previous research was reconstructed as one consisting of 2 factors with 22 questions as a result of the factor analysis. A stepwise multiple regression analysis was also conducted to predict the explanatory powers of the variables on perceptions of constructivist science assessment. The results indicated that the perceptions of constructivist science learning environment, views on constructivist science teaching and learning, and personal science teaching efficacy belief were the significant predictors of the perceptions of constructivist science assessment.

• Journal of the Korean Chemical Society
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• v.46 no.3
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• pp.287-295
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• 2002

In this study, the effects of a self-assessment on the students' science concept understanding and science-related attitudes were investigated. Student's perceptions towards the self-assessment were also examined. Five classes from a middle school in Gyunggi Province were chosen. Two of those classes were assigned to the control group that no self-assesment tool was applied to and the other 3 classes were assigned to the experimental group which a self-assess-ment tool developed for this study was applied to. The experimental group was further divided into two groups for imple-ment of two kinds of programs. One experimental group was provided some feedback such as solutions to problems and the other was not provided any type of feedback. The tests of science-related attitudes were administered before and after the instruction period. The science concepts understanding test was done only after the instruction. The results of this study were as follows. There were significant differences between the experimental group and control group in under-standing of scientific concepts. The enhancement of science-related attitudes was also higher for the experimental group. Providing feedback to students was more effective in the improvement of students' science-related attitudes. However, there were no significant differences in understanding of scientific concepts in relation to the feedback in experiment groups. From the above results, it was acknowledged thet self-assessment applied to the middle school science class showed considerably positive influences on the improvements of the understanding of scientific concepts and science-related attitudes.

• International Journal of Internet, Broadcasting and Communication
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• v.9 no.1
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• pp.56-63
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• 2017

Programming is very important subject in computer science and similar computer-related areas such as electronics engineering, etc. Programming is also important for information education for elementary, middle, and high school students since programming is one of the most basic subjects in computer science courses and other similar areas. In current information and knowledge society, raising programming ability is a key factor for everyone's competitiveness. With highly-competitive programming ability, one can enjoy his or her daily life abundantly. He or she also can get a highly-paid job, and make money using his or her programming ability. In this paper, a programming ability assessment tool is developed and introduced for the no-programming experienced. It is very difficult to test programming ability for the no-programming experienced with non-programming tools or activities. In this paper, a programming ability assessment tool is developed based on logical thinking ability. Especially the proposed tool consists of 15 questions for test one's logical thinking ability. The tool does not require any computer science or programming background. The proposed tool will be helpful as criteria for entrance examination or job screening examination for programming-related areas or subjects.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.233-243
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• 1998

Many science educators concern about the problems of assessment using paper & pencil test. Performance assessment is believed to be a very promising alternatives to traditional assessment. Portfolio assessment, a kind of performance assessment, has many desirable characteristics to foster students' creativity and increase students' responsibility for their own learning. However few research study has been dealt with this assessment method and few teacher adopts this method in science class. The characteristics and structures of portfolio assessment were explored by reviewing related literatures. The appropriate portfolio assessment was designed based on the results of exploration. For our primary science class, general and specific objectives are needed, depending on the nature of the instructional topics. The children's evidences for portfolio may be limited in their forms because of insufficient learning materials and reproducing facilities in classrooms. Large portions of children's evidence should be collected during class hours to reduce burdens of children. The evaluation criteria may be holistic rather than analytical because of large class size. Portfolio assessment will bring about many changes in primary science classes. Students' have more responsibility in science learning. Teachers will focus major instructional objectives, and concern more about students' meaningful learning. Although portfolio assessment requires more work to teachers and children it could be applicable to our science classroom.

• Journal of Internet Computing and Services
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• v.17 no.1
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• pp.73-81
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• 2016

This paper deals with the practical experience and lessons to develop a method of course-embedded assessment for program outcomes in Computer Science & Information Engineering. In engineering education, ABEEK(Accreditation Board for Engineering Education of Korea) has been nominated as an official accreditation from Korean government under some conditions of fulfillment. One of the conditions is enforcement of course-embedded assessment for program outcomes. In this paper, a method of course-embedded assessment in Computer Science & Information Engineering is suggested. The case study was done in a basic project course which includes the special assessment methods in project courses. The case study of course-embedded assessment in a basic project course was given with consideration for each step, that is, set up of program outcomes which are highly related to the course, selection of assessment tools such as written examination and project-based assessment, set up of assessment criteria, implementation of course-embedded assessment, and analysis of results. The proposed method is expected to be a good example to construct the whole strategy for course-embedded assessment in Computer Science & Information Engineering.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.495-502
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• 2013

The purpose of this study was to explore North Korean immigrant elementary students' cognitive and affective characteristics related to science education. A total of 68 North Korean immigrant students enrolled in 3 to 6 grades and 133 South Korean students in 4 and 6 grades in 3 South Korean elementary schools participated in the study. A short version of Group Assessment of Logical Thinking(GALT) was used to investigate the students' levels of logical thinking, and the Enjoyment of Science Lessons Scale(ESLS) of the Test of Science Related Attitudes(TOSRA) was administrated to examine their attitudes towards science lessons. The statistical analysis of data revealed that the level of logical thinking of the North Korean immigrant elementary students was very low and that this was also the case for the South Korean students. Especially, the mean score of logical thinking of the North Korean immigrant 6 graders was much lower when compared with that of the South Korean counterparts. For both the North Korean immigrant students and South Korean students, the enjoyment of science lessons decreased as they progressed through higher grades. This decreasing trend, however, turned out to be more serious in the South Korean elementary students. Based on these results, suggestions were presented to help successful science learning of North Korean immigrant elementary students.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.147-153
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• 2002

Reasonable and reliable assessment method is one of the most important issues in science education, Partial credits method is an effective tool for assessing students' science inquiry problem solving. The purposes of this study were to classify the Problem solving types based on the analysis of the thinking Process, and how much the related science concept and the science process skills were used in solving science inquiry problems, and to describe the possibility and rationality of the assessment method that gives partial credit 128 high school seniors were selected and their answers were analyzed to identify science concepts they used to solve each problem, and the result was used as the criterion in the scientific concept test development. Also, to study the science inquiry problem solving type, 152 high school seniors were selected, and protocols were made from audio-taped data of their problem solving process through a think-aloud method and retrospective interviews. In order to get a raw data needed in statistical comparison of reliability, discrimination and the difficulty of the test and the production of the regression equation that determines the ratio of partial credit, 640 students were selected and they were given a science inquiry problem test, a science process skills test, and a scientific concept test. Research result suggested it is more reasonable and reliable to switch to the assessment method that applies partial credit to different problem solving types based on the analysis of the thinking process in problem solving process, instead of the dichotomous credit method.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.468-478
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• 2000

In this study, the effects of a teaching strategy based on interactive formative assessment on students' science concept understandings and science-related attitudes were investigated. Students' perceptions toward this teaching strategy were also examined. Eight classes chosen from a co-ed middle school in Seoul. Four classes were assigned to the experimental group and the other four classes were assigned to the control group. After the instructions, tests regarding students' conceptions and science-related attitudes were administered. We also interviewed 24 students randomly chosen from the experimental group to investigate their perceptions toward the teaching strategy used. The results showed that the teaching strategy used was more effective for enhancing students' science concept understandings. However, there was no significant difference in science-related attitudes between the two groups. For the experimental group, no significant differences were found in the gain scores of the conceptions tests between the subgroups by previous achievement or cognitive levels. From interviews, it was found that students thought that the teaching strategy used encouraged much interactions and motivated them to think, and that teacher's appropriate feedbacks were helpful to their understanding scientific concepts.