• Journal of The Korean Association of Information Education
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• v.9 no.1
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• pp.113-124
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• 2005

In this study, we designed and developed a tool to help teachers select and develop effective performance assessment criteria considering characteristics of individual learners. Using this tool, we can analyze preferences of teachers and characteristics of students for each rubric by exploring the classification and association rules through data mining. Those findings can give us guidelines and insights for the development and the selection of performance assessment criteria. The classification rules found are used for the learner-centered evaluation reflecting learners' interests, capabilities, and circumstances. Association rules found are utilized for analyzing teachers' preference, which enable to reduce time and efforts for the development and selection of rubric. Also, this tool supports creation, change, and selection of teachers' rubric linked with the performance assessment of NEIS(National Education Information System).

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.203-220
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• 2009

The purpose of this study was to develop a rubric for assessing students' scientific argumentation. Through the analysis of relevant literature related to argument in science education for developing rubric, the procedure in development and the category in assessment for rubric were elicited. According to the general procedure in developing rubric, the standard for evaluating the argumentation derived three categories such as a form, contents, and attitude. The form category was further segmented into sub-functions composition, claim, ground, and conclusion in the whole. The category for contents was segmented into sub-functions understanding, credibility, and inference. And the category for attitude was set to sub-functions participatory level and openness. The standard for evaluating sub-functions in each of the categories formed in this way was minutely suggested with five stages. The rubric, which was developed on the basis of literature, was inspected through a regular seminar in one expert in science education and fellow researchers. The rubric, which was developed in the early days, was again modified by being verified on problem and improvement matter after being entrusted to four experts in scientific education. And, the finally-completed rubric indicated to be high with 0.96 in the content validity index by being verified the validity by the four experts in science education. The developed rubric will lead to being able to increase the understanding about demonstration in students, and to being available for being utilized as the criteria for developing the argumentation process program and for evaluating the argumentation activity.

• School Mathematics
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• v.4 no.3
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• pp.513-537
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• 2002

The aim of this study is to investigate the purpose of the performance assess-ment, to develop and to apply it's task. By reviewing previous study, I conclude that the performance assessment is sug-gested to evaluate mathematical thinking and attitude in the purpose of school mathematics. To develop the task to fit the purpose of the performance assessment, I refer to the middle and high level in Van den Heuvel's classification the task "Find the number in the star" and about the assess-ment of school mathematics. Then I apply the performance assessment task developed according to this level, analyse the responses of children to "Let's make the problem" and suggest it's assessment rubric and anchor papers for each level for illustrating the process of developing a rubric. Finally, considerations to improve the performance assessment are discussed.

• School Mathematics
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• v.6 no.1
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• pp.21-35
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• 2004

This article was to develop a tool and apply it to the high school classrooms for the performance assessment in trigonometry Bloom(1956)'s cognitive domain and holistic rubric and analytic rubric(NCTM, 1999) were used to guide the development of 12 problems. To find validity and credibility of this developed tool, Cronbach n and Rasch's BIGSTEPS were used with the samples of high students, 208, using SPSS 10.0K. The results from the investigation, indicated that the tool was very worth assessing students' achievement and there was no difference between the areas where students lived, but were differences between genders as well as between a specialized high school and preparatory high schools.

• Communications of Mathematical Education
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• v.28 no.4
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• pp.553-571
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• 2014

Mathematical process is an issue in current mathematics education. In this paper discuss how to assess the mathematical process using essay type questions. For this we first suggest the concept of Mathematical Process Oriented Question which is an essay type question and possible to assess mathematical processes, that is, the mathematical communication, reasoning, and problem solving as well as mathematics knowledge. And we develop a framework for developing the mathematical process oriented question and rubric, examples of assessment standards and those questions containing rubric for assessing mathematical processes. The results of this paper can serve as basic data and examples for follow up research about mathematical process assessment.

• Communications of Mathematical Education
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• v.30 no.3
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• pp.263-280
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• 2016

This study aims to examine the impact of RUBRIC writing on students' mathematical modeling. By analyzing 23 tenth grade students' responses to seven problems related to mathematical modeling, we found that the students who used RUBRIC writing could not only get more correct answers but also could use more various representations and mathematical models than the students who did not use it. The students with RUBRIC writing also could translate between reality and mathematics more appropriately, and better explain the process to solve the problem than the counterpart. It implies that RUBRIC writing can help improve students' mathematical modeling and problem solving as an alternative instruction and assessment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.7
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• pp.183-191
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• 2018

This paper evaluates the achievement of program outcomes using course-embedded assessment for information security programs. In the case study concerning the development of course-embedded assessment used in this paper, we evaluate program outcomes using various evaluation tools including the course evaluation data. In addition, we consider the evaluation rubric and evaluation procedure for course-embedded program outcomes, set performance criteria, select the probe course with high contribution to the program outcomes according to curriculum flowchart, set course objectives for the probe course, and explain the rubric for each assessment tool to measure achievement level. Subsequently, we perform course-embedded program outcomes assessment, based on tests and projectevaluation tool for each program objectives, and present the achievement levels based analysis results. These results prove the effectiveness of the proposed course-embedded assessment for program outcomes.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.2
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• pp.135-145
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• 2017

Purpose: The purpose of this study was to develop a program outcomes assessment system based on Course Embedded Assessment for nursing education. Methods: This study was conducted in accordance with the procedures of the developmental research method. Results: The major results are as follows. 1) The program outcomes were measured according to the Analytic Hierarchy Process. 2) The Course Embedded Assessment matrix was made according to program outcomes' weight, the curriculum-organizing principle, and achievement levels. 3) The Course Embedded Assessment rubric was developed in logical process, and consisted of a performance criterion, and rating scale. The content validity index of the Course Embedded Assessment rubric was 0.85. 4) An evaluation guideline and 12 documents were developed to facilitate the performance of the assessment system. 5) The average content validity index of the Course Embedded Assessment-based program outcomes assessment system was as high as 0.89. Conclusion: A Course Embedded Assessment-based program outcomes assessment system is more suitable for accreditation of nursing education than previous studies. Because this system evaluates the process of achievement as well as program outcomes, the results can also serve as immediate feedback to improve the educational process. Above all, this system facilitates that students check their achievements and strive to acquire core competencies in nursing.

• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.275-290
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• 2010

In this study, reliabilities of holistic scoring method and analytic scoring method were analyzed in performance assessments of middle school students' science investigation activity. Reliabilities of 2, 3, and 4~7-level rubric ratings for analytic scoring methods were compared to figure out optimized numbers of rubric ratings. Two trained raters rated four activity sheets of 60 students by two rating methods and three kinds of rubric ratings. Internal consistency reliabilities of holistic scoring methods were higher than those of analytic scoring methods, while intrarater reliabilities of analytic scoring were higher than those of holistic scoring methods. Internal consistency reliabilities and intra-rater reliabilities of 3-level rubric rating showed similar patterns of 4~7-level rubric ratings. But students' discriminations, item difficulties and item-response curves showed that the 3-level rubric ratings was reliable. These results suggest that holistic scoring method could be adapted to increase internal consistency reliabilities with improvement in intra-rater reliabilities by rater's conferences. Also, the 3-level rubric rating would be enough for good reliability in case of adapting analytic scoring methods.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.119-130
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• 2024

This study explores the possibility of using a generative artificial intelligence, ChatGPT, for student assessment in science subjects. In order to achieve our goal, we developed assessment items, collected students' responses, and input them into ChatGPT to implement the assessment procedures. Subsequently, we shared the assessment results from ChatGPT with science teachers and compared them to the teachers' assessment process to investigate the use of ChatGPT in student assessment. Regarding the results, in terms of setting the scoring rubric, we found the rubric generated by ChatGPT to be generally appropriate. However, the consistency between the scoring results obtained from ChatGPT and those determined by the teachers was relatively low. This inconsistency was more pronounced in items with additional assessment components and a more intricate rubric. In regard to feedback on student responses, there were some instances where the feedback generated was scientifically incorrect or beyond the scope of the curriculum, but there were also some positives, such as the provision of exemplary answers to questions and additional examples that helped students learn further. From these results, the teachers perceived limitations in using ChatGPT to conduct assessment in terms of reliability, which is considered crucial in student assessment, but suggested that it could be used to support assessment. Finally, synthesizing these findings, implications for utilizing ChatGPT in student assessment were suggested.