• The Mathematical Education
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• v.48 no.1
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• pp.21-32
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• 2009

The purpose of this study is to diagnose the current states and the problems of student assessment of Elementary School Mathematics. For that purpose, this study conducted a survey and had the individual interviews. The surrey items consisted of the six main parts: questions about the development of assessment tools, the method to assess, the grading, the special supplementary courses, the opening of learning effect, and the follow-up guidances. The results of this study are as the follow First, elementary teachers depended heavily on internet sites for developing assessment problems. Second, elementary teachers made use of a performance assessment, a unit assessment, and a term examination at ordinary times. Third, unit assessment was largely referred for grading by elementary teachers. Fourth, in selecting the students for the special supplementary courses, both criterion-referenced assessment and norm-referenced assessment were considered. After finishing the special supplementary courses, additional tests were usually taken. Fifth, elementary teachers took a negative attitude in opening of learning effect. specialty opening of test paper to parents of students was done under 30%. Sixth, fellow-up guidances were the most through the classroom guidances. but consulting with parents of students was not frequently conducted by teachers.

• Journal of Korean Society of Environmental Engineers
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• v.29 no.12
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• pp.1390-1399
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• 2007

Samples of 45 school dust were collected in Daegu in January 2007, were sieved below 100 ${\mu}m$, and 14 elements were analyzed using ICP after an acid extraction. Results obtained from the source assessment of trace elements using enrichment factor showed that dust from playground were influenced by natural sources, while dust from classroom were influenced by urban anthropogenic sources. The measured values were remarkably higher in components from natural sources than in components from urban anthropogenic sources. Dust from classroom are highly concentrated than those from playground. Concentrations of dust in urban area are similar to those of dust in rural area and there was no significant difference in concentrations between classroom with playground soil and classroom with play-ground grass. Compared with other cities in Korea, concentrations of heavy metals in Daegu city were higher in classroom and lower in playground than those of heavy metals in other cities. Dust from classroom contained lower concentrations of trace elements than those from street in Daegu. Results of pollution indices of heavy metals indicated that playground was not contaminated with heavy metals and classroom was considered to be highly contaminated. No appreciable differences in playground were found between urban and rural areas but in case of classroom pollution, heavy metal concentrations were a little bit higher in urban areas than in rural areas. The correlation analysis among trace elements indicated that components in playground were significantly correlated, while components in classroom were less correlated. Trace element components of classroom dust were not significantly affected by those of playground dust.

• The Mathematical Education
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• v.56 no.3
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• pp.341-363
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• 2017

This case study contributes to the efforts on identifying the essential features of responsive teaching practice where students' mathematical thinking is central in instructional interactions. We firstly conceptualize responsive teaching as a type of teachers' instructional decisions based on noticing literature, and agree on the claim which teachers' responsive decisions should be accounted in classroom interactional contexts where teacher, students and content are actively interacting with each other. Building on this responsive teaching model, we analyze classroom observation data of a 7th grade teacher who implemented a lesson package specifically designed to respond to students' mathematical thinking, called Formative Assessment Lessons. Our findings suggest the characteristics of responsive teaching practice and identify the relationship between noticing and responsive teaching as: (a) noticing on students' current status of mathematical thinking by eliciting and anticipating, (b) noticing on students' potential conceptual development with follow-up questions, and (c) noticing for all students' conceptual development by orchestrating productive discussions. This study sheds light on the actual teachable moments in the practice of mathematics teachers and explains what, when and how to support teachers to improve their classroom practice focusing on supporting all students' mathematical conceptual development.

• Education of Primary School Mathematics
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• v.5 no.2
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• pp.71-94
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• 2001

The purposes of this study were to design small group collaborative learning models for developing the creativity and to analyze the effects on applying the models in mathematics teaching and loaming. The meaning of open education in mathematics learning, the relation of creativity and inquiry learning, the relation of small group collaborative learning and creativity, and the relation of assessment and creativity were reviewed. And to investigate the relation small group collaborative learning and creativity, we developed three types of small group collaborative learning model- inquiry model, situation model, tradition model, and then conducted in elementary school and middle school. As a conclusion, this study suggested; (1) Small group collaborative learning can be conducted when the teacher understands the small group collaborative learning practice in the mathematics classroom and have desirable belief about mathematics instruction. (2) Students' mathematical anxiety can be reduced and students' involvement in mathematics learning can be facilitated, when mathematical tasks are provided through inquiry model and situation model. (3) Students' mathematical creativity can be enhanced when the teacher make classroom culture that students' thinking is valued and teacher's authority is reduced. (4) To develop students' mathematical creativity, the interaction between students in small group should be encouraged, and assessment of creativity development should be conduced systematically and continuously.

• Journal of Elementary Mathematics Education in Korea
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• v.12 no.1
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• pp.47-58
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• 2008

The 7th national curriculum shifts the fundamental spirit from teachercentered to learner-centered instruction. According to the shift, performance assessment has been emphasized in schools rather than using a variety of standardized tests. However, some researchers and educational policy-makers recently asserted that we need to return to the kind of standardized tests used in the past, giving up performance assessment, for it can actually not be implemented in classroom. This paper is written to refute their assertion. Performance assessment prove one's real worth when it is implemented in learner-centered instruction. Therefore, some assessment methods are discussed which can be used during learner-centered instruction.

• Human Ecology Research
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• v.61 no.2
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• pp.195-218
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• 2023

The purpose of this study was to present a class case that verified the validity, reliability, and usefulness of a portfolio assessment in a cohousing class in the housing area of home economics. To achieve this objective, 241 male and female students in eight classes of the third grade of a junior high school in Gyeonggi-do, Korea, were enrolled in a project class on establishing a cohousing village in which the portfolio assessment method was applied for a total of 10 sessions for approximately four weeks from May 24 to June 16, 2021. To ensure the validity of the portfolio assessment, we designed the lesson after presenting the curriculum goals in detail using the backward design model and developed a specific rubric and conducted all evaluations and feedback based on the rubric to ensure objectivity and reliability. The online tool Padlet was used as a portfolio, which allowed students to easily upload their work, receive feedback from the teacher, and interact with their peers. After the class, the students reflected on the rubric and were generally satisfied with the class using portfolio assessment. This study is expected to facilitate the use of the portfolio assessment method in the classroom, while also supporting student growth and development.

• The Mathematical Education
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• v.47 no.4
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• pp.421-436
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• 2008

Mathematics assessment doesn't mean examining in the traditional sense of written examination. Mathematics assessment has to give the various information of grade and development of students as well as teaching of teachers. To achieve this purpose of assessment, we have to search the methods of assessment. This paper is aimed to develop the open-ended problems that are the alternative to traditional test, apply them to classroom and analyze the result of assessment. 4-types open-ended problems are developed by criteria of development. It is open process problem, open result problem, problem posing problem, open decision problem. 6 grade elementary students who are picked in 2 schools participated in assessment using open-ended problems. Scoring depends on the fluency, flexibility, originality The result are as follows; The rate of fluency is 2.14, The rate of flexibility is 1.30, and The rate of originality is 0.11 Furthermore, the rate of originality is very low. Problem posing problem is the highest in the flexibility and open result problem is the highest in the flexibility. Between general mathematical problem solving ability and fluency, flexibility have the positive correlation. And Pearson correlational coefficient of between general mathematical problem solving ability and fluency is 0.437 and that of between general mathematical problem solving ability and flexibility is 0.573. So I conclude that open ended problems are useful and effective in mathematics assessment.

• Communications for Statistical Applications and Methods
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• v.27 no.3
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• pp.269-284
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• 2020

This study compares two teaching methods in an introductory statistics course at a large state university. The first method is the traditional lecture-based approach. The second method implements a flipped classroom that incorporates the recommendations of the American Statistical Association's Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report. We compare these two methods, based on student performance, illustrate the procedures of the flipped pedagogy, and discuss the impact of aligning our course to current guidelines for teaching statistics at the college level. Results show that students in the flipped class performed better than students in traditional delivery. Student questionnaire responses also indicate that students in flipped delivery aligned with the GAISE recommendations have built a productive mindset in statistics.

• Korean Journal of Child Studies
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• v.20 no.2
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• pp.3-19
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• 1999

The Revised Classroom Play(RCP) scale was validated for Korean 4th grade students. 104 boys and 80 girls took the translated RCP. Test-retest reliability was established with 41 children after 2 months, and test of criterion-related validation was established by the Social Behavior Scale administered to 71 children. All raw scores were standardized by classroom and sex to adjust for differences in the number of nominators and nominatees. The structure of the RCP resulted in 3 factors, 'sociability-disruptive' and 'shy-isolated', with 28 items similar to the original RCP 3 factors. For criterion-related validity, the correlations between the 3 factors of the RCP and the 3 factors of the Social Behavior Scale were positive. For internal consistencies, Cronbach's ${\alpha}$ of the RCP factors ranged from .77 to .94. Test-retest reliability coefficients ranged from .33 to .51. Analyses of variance revealed good item discrepancies for all 28 items. These results confirm the RCP as a valid and reliable measure of the quality of peer relations.

• East Asian mathematical journal
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• v.36 no.2
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• pp.317-330
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• 2020

The purpose of this action research project was to study the effects of incorporating coding into the middle school math classroom affected student dispositions with math and their understanding of mathematical concepts. The project, involving a total of 107 US middle school students, used five data sources to examine these effects: a survey, a chart measuring student engagement, a pre- and post-assessment before and after the coding project, and teacher observation with reflection forms. After analyzing the data, it was found that incorporating coding into the middle school math classroom could have a positive impact on student math dispositions and their understanding of math concepts.