• Education of Primary School Mathematics
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• v.12 no.2
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• pp.63-80
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• 2009

In this study, we analyzed teachers' recognitions of the necessity of mathematical descriptive tests and their practices in the elementary schools. We then suggested several examples of improved formats of the mathematical descriptive evaluation. For analyzing teachers' recognitions and practices of mathematical descriptive assessment, we surveyed 104 elementary school teachers in Seoul. We collected the test items from the schools and analyzed them to find how they are practiced in the schools. The results were as follows. First, most elementary school teachers are basically recognizing the direction and the purpose of mathematical descriptive assessment. Second, the ratio of the descriptive test items was very low compared with the teachers' recognition of necessity of including descriptive items in the tests. Third, the teachers usually made the descriptive items with their colleagues using textbooks, test manuals for teachers, and the references that the office of education provided. Fourth, to enhance teachers' understanding of descriptive assessment, systematic training programs for teachers about the descriptive assessment should be continued. Finally, the office of education and research institutes should provide various types of test items and more teacher training programs on descriptive assessments.

• Journal of the Korean Home Economics Association
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• v.44 no.11
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• pp.35-42
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• 2006

A criticism model for dress was developed to offer a methodological insight into research on aesthetics of dress. Concepts from Edmund B. Feldman's art criticism model, James D. Carney's style-relative model of art criticism, and Sung Bok Kim's fashion criticism model were borrowed and integrated to create a criticism model for dress, comprising identification of styles, descriptive features, aesthetic value features, external interpretation, socio-cultural interpretation, and evaluation. Both inductive and deductive approaches for the identification of styles can be made in the process of dress criticism. In the former case, descriptive features and aesthetic features are sequentially identified to locate the styles of dress. In the latter case, styles are identified first, and descriptive features and aesthetic features are identified accordingly. Logical criticisms can be made based on the critics' background knowledge of the history of dress and art.

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.45-63
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• 2003

This study is a research about the effect on achievement, retention and attitude of learning descriptive statistics with the computer software. For this study, 60 students are randomly divided two groups, one is an experimental group using software, the other one is a control group using lecture type of learning statistics. For the analysis, both groups are divided three subgroups according to mathematical ability. Also the topic "descriptive statistics" is divided by 5 subtopics. The test is divided three parts(computation, concept and application) according to knowledge type. The attitude toward statistics is investgated with questionaire and interview with both groups. The achievement test is taken after 8 class periods. The retention test were administered together six weeks after achievement test. The experimental group achieved significantly better than in concept type while the control group performed significantly better than the experimental group in computation type. With respect to the attitude toward statistics, lower ability students may have been negatively affected by the use of software.

• Korean journal of food and cookery science
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• v.29 no.5
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• pp.489-500
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• 2013

This study was conducted to establish an effective palate cleanser when conducting descriptive analysis for gochujang products. In addition, descriptive analysis procedure for gochujang products was optimized. A generic descriptive analysis was performed on 4 types of gochujang samples varying in hot and spicy levels. The sensory attributes developed were 9 odors, 13 flavors, 4 texture and mouth feel attributes, and 4 appearance attributes. In order to select an effective palate cleanser for gochujang, 5 types of cleansers were tested (water, water+bread, water+cucumber, water+milk, water+cracker). Correct answering rate, significant numbers of product effect on sensory attributes, and the mean hot and spicy intensity values were considered to select the optimal palate cleanser. Results showed that as the hot & spicy level increased, red pepper odor and flavor significantly increased whereas umami taste intensity decreased. When comparing the efficiencies of various palate cleanser, the correct answer rates were the highest when warm water was used with either cucumber or cracker. Additionally, the attribute intensities were better differentiated between gochujang samples when cracker, white wheat bread, or cucumber were used. Overall, warm water with cucumber or cracker were shown to be the most effective cleansers.

• Food Science and Biotechnology
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• v.16 no.3
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• pp.374-380
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• 2007

Chemical and sensory profiles of 5 Korean commercial rice wines (yakju) were developed using descriptive, physicochemical, and volatile analyses. Color, 6 aroma, and 5 taste attributes of these rice wines were evaluated by a panel of 13 judges. Sample wines were analyzed for titratable acidity, ethanol content, pH, Hunter colorimeter value, organic acids, and free sugars. Volatile analysis of the samples revealed the presence of 2 acids, 7 alcohols, 19 esters, and 5 miscellaneous compounds. Based on principal component analysis of the descriptive data, rice wines were primarily separated along the first principal component, which accounted for 57% of the total variance between the rice wines with high intensities of 'color' and 'sweet aroma' versus 'ginseng' aroma.

• Journal of the Korean School Mathematics Society
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• v.11 no.3
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• pp.377-397
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• 2008

In today's secondary school mathematics curriculum, assessment is to be focused on evaluating the student's mathematical thinking rather than finding the correct solution to the problem. A descriptive evaluation method is therefore introduced to the school districts and suggested as an alternative assessment method in K-12 school mathematics. Descriptive evaluation method is widely available for use in schools, but there are barriers to using it since the teachers are forced to use the method by the school districts. In this research, we surveyed 120 secondary school mathematics teachers in Seoul and the surrounding metropolitan area to understand the status and the perception about using descriptive evaluation. The goal of the study was to find and understand the direct implications of using the new assessment method in secondary mathematics classes. The study showed that most of the mathematics teachers used the descriptive assessment method during their regular exam periods which is given twice per semester. Most of the open-ended problems used for descriptive evaluation were medium or high level math questions which were graded by the teachers at least 3 times to ensure objective evaluation. The teachers stated that objectivity in grading, administrative situation, and development of descriptive problems were the difficult barriers in descriptive evaluation. The teachers in the survey also commented that teachers' administrative responsibility should be reduced and that school environment in general should be improved for the new assessment method to become successful. Finally, the study showed that development of more descriptive problems with specific grading guidelines need to be developed for each grade level.

• Journal of Science Education
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• v.46 no.1
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• pp.121-149
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• 2022

Descriptive assessment is a meaningful assessment method in relation to problem solving ability, reasoning ability, and communication ability as emphasized in mathematics curriculum. In Korea, as performance assessment has been emphasized since the 7th mathematics curriculum, descriptive assessment is being conducted as a method of performance assessment in schools. However, descriptive assessment has not been introduced in the university scholastic ability test for various reasons. Considering that descriptive assessment is emphasized in the mathematics classroom and has sufficient educational value, a serious discussion on the implementation of descriptive assessment in the university scholastic ability test will be necessary. In this study, we analyzed the descriptive assessment of Russia's unified state examination (USE) in the mathematics, which corresponds to Korea's university scholastic ability test. Through a literature review, we investigated how mathematics examination problems were structured in the USE and which mathematical abilities were required for the examination. In particular, the outer structure of the problems was analyzed focusing on the mathematics problems of the USE 2021, and the scoring method of the descriptive problems was also analyzed. The results of this study are expected to provide a variety of information on the possibility of introducing descriptive assessment in the Korean university scholastic ability tests.

• School Mathematics
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• v.10 no.3
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• pp.401-422
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• 2008

In the current school curriculum, an alternative assessment method which focuses more on the problem solving process rather than the final solution is being investigated. The goal is to evaluate students' understanding of the subject. A descriptive evaluation is being suggested as a way of examining the thought process of the students by a structured analysis of the problem solving process. But currently, there are not enough descriptive problems available for teachers to effectively carry out the alternative assessment method in the elementary school mathematics curriculum. In this research, we surveyed 197 elementary school teachers in Seoul to determine the status of descriptive evaluation in elementary school mathematics and to understand the teachers perception about the new assessment method. The goal of the survey was to find an effective implication of the new assessment method in elementary mathematics classes. The research showed that the elementary teachers use this assessment method about 4 to 7 times per month in their classes. They give descriptive problem test anytime they think it is appropriate during the Instruction of the topic. More than 90% of the teachers were using this assessment method to improve students' creativity and mathematical thinking. The teachers in the survey also commented that the teachers' administrative responsibility should be reduced and that the school environment in general should be improved for the new assessment method to be successful. Finally the study also showed that development of more descriptive problems in each grade level is needed to progress the new assessment method.

• Proceedings of the Korean Radioactive Waste Society Conference
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• 2018.05a
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• pp.121-122
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• 2018

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.719-745
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• 2012

This research is a study on student's understanding fundamental conception of mathematical curriculum, especially in geometry domain. The goal of researching is to analyze student's wrong conception about that domain and get the mathematical teaching method. We developed various questions of descriptive assessment. Then we set up the term, procedure of research for the understanding student's knowledge of geometry. And we figured out the student's understanding extent through analysing questions of descriptive assessment in geometry. In this research, we concluded that most of students are having difficulty with defining the fundamental conception of mathematics, especially in geometry. Almost all the students defined the fundamental conceptions of mathematics obscurely and sometimes even missed indispensable properties. Prior to this study, we couldn't identify this problem. Here are some suggestions. First, take time to reflect on your previous mathematics method. And then compile some well-selected questions of descriptive assessment that tell us more about student's understanding in geometry.