• Journal of Science Education
• /
• v.37 no.3
• /
• pp.458-475
• /
• 2013

According to instruction of standard-based assessment system, teachers with higher level of competence in student assessment are required. The purpose of this study is to offer the basic data to enhance pre-service physics teachers' competency in student assessment. 17 pre-service physics teachers, who are sophomore in department of physics education, participated in the study for a whole semester. To do this, we gave the assignment of multiple choice question construction in physics conceptest for formative assessment to pre-service teachers and observed review questions constructed by them. We also analyzed multiple choice questions of 17 pre-service teachers. They had 5 classes for the review process of the question and improved their questions through it. 16 of 17 pre-service teachers completed test design. Our results show that pre-service teachers had a little low competence in test design for classroom assessment. In addition to, constructing and revising questions, almost of them didn't have various perspectives and didn't consider to get information about the pre-conceptions of students. These findings indicate that they have difficulties with constructing multiple choice question and more specific plan needs to enhance the overall student-assessment competency levels of pre-service teachers for successful settlement of the standard-based assessment system.

• English Language & Literature Teaching
• /
• v.18 no.1
• /
• pp.45-68
• /
• 2012

This study aims to investigate the different opinions about feedback given to high level Middle School students about their writing.18 students in the Gifted Program participated in the study. They were divided into three groups through their presurvey answers according to their language learning opportunities and genders. Students language self-assessment was compared with achievement as well. Three times of students' written work were collected. They then received feedback from the teacher and their two peers respectively. With the teachers' and peers' feedback, they completed their final draft. The study then examines how much the students take feedback practically from the different feedback givers. Examples of formative and corrective feedback were arranged to find out the differences in the students practice when giving and taking feedback. These Gifted class students showed that they didn't care much about who gave them the feedback, instead they cared more about how much language competence they presumed the feedback giver had. Implications of the findings are discussed and future study is suggested.

• Journal of the Korean Chemical Society
• /
• v.49 no.3
• /
• pp.311-320
• /
• 2005

• East Asian mathematical journal
• /
• v.37 no.2
• /
• pp.169-196
• /
• 2021

The purpose of this study was to improve academic achievement and mathematics learning attitudes in the formative assessment using descriptive problems as an effective teaching method. In this paper we set the following research questions. First, how would you improve students' academic achievement utilizing descriptive evaluation? Second, how would improve students' mathematics learning attitudes utilizing descriptive evaluation? Third, what was the reaction utilizing the descriptive method to evaluate? The result of this study could be seen as follows. The experimental group than the control group on academic achievement shows a significant improvement. Second, the experimental group compared to the control group in mathematics learning attitude changes could be helpful and appreciated. Third, experimental group than in the control group indicates significance could be seen in the reaction.

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

• Journal of the Korean School Mathematics Society
• /
• v.13 no.2
• /
• pp.243-262
• /
• 2010

CRESST(the National Center for Research on Evaluation, Standards, and Student Testing at UCLA) is now carrying out the research, which was scheduled for a five year period from 2007 to 2011. This research aimed at testing the effectiveness of the formative assessment program by continuously conducting the program on the target group and steadily applying the recurring feedback, in order to reform the teachers' teaching and to facilitate students' learning. To do this, CRESST has set out to develop the material for 7th graders since January 2007, and KICE(Korea Institute of Curriculum and Evaluation) have been running a collaborated research since July 2007, while sharing the instructional materials developed by CRESST. In 2008, the pre-test was conducted prior to this study in 2009. Especially, this paper deals with the Korean 7th graders' scholastic achievements in algebra domain measured by PowerSource(c). In addition, this study would examine the responses of teachers and students on its application.

• School Mathematics
• /
• v.12 no.2
• /
• pp.193-217
• /
• 2010

CRESST(the National Center for Research on Evaluation, Standards, and Student Testing at UCLA) is now carrying out the research, which was scheduled for a five year period from 2007 to 2011. This research aimed at testing the effectiveness of the formative assessment program by continuously conducting the program on the target group and steadily applying the recurring feedback, in order to reform the teachers' teaching and to facilitate students' learning. To do this, CRESST has set out to develop the material for 7th graders since January 2007, and KICE(Korea Institute of Curriculum and Evaluation) have been running a collaborated research since July 2007, while sharing the instructional materials developed by CRESST. In 2008, the pre-test was conducted prior to this study in 2009. Especially, this paper deals with the Korean 8th graders' scholastic achievements in algebra domain measured by PowerSource(c). In addition, this study would examine the responses of teachers and students on its application.

• Korean Medical Education Review
• /
• v.15 no.1
• /
• pp.25-30
• /
• 2013

Assessment plays a vital role in outcome-based education (OBE). This article describes the characteristics of assessment and appropriate assessment instruments for measuring learning outcomes in OBE. Assessment in OBE needs to be formative, continuous, and frequent. Miller's pyramid is useful for selecting the appropriate assessment instruments to reflect a specific outcome; different methods can be applied to evaluate one outcome. Outcomes and competency mean that student must 'do'; therefore, performance tests are emphasized. Qualitative methods as well as quantitative methods are used to evaluate the outcomes of areas such as professionalism or ethics. An absolute criterion-based standard is usually applied to decide whether students pass or fail, but the decision should be based on gathering value judgments and reaching consensus. Active participation of faculty members and students in assessment is crucial.

• Journal of Digital Convergence
• /
• v.19 no.8
• /
• pp.275-283
• /
• 2021

This study was intended to help improve assessment in college EFL classes by examining the relationship between formative assessment (FA) and summative assessment (SA). Participants for the study were 75 undergraduates, taking an eight-week optional college English course at a four-year college in China. FA data were collected in the final course of the course by a self-reporting survey using the online training platform Mosoteach. To achieve the finding, the relationship between FA scores and SA scores (final exam and performance scores) was analyzed in SPSS by means of Pearson correlation analyses. Significant positive correlations were found between FA and SA scores overall. In addition, students' performance on chapter tests, online discussions, brainstorming, quick-responses, assignments and the number of thumbs-up clicks by teachers were significantly correlated with SA scores. The results suggested that FA administered through the Mosoteach app could improve students' academic performance, thus providing an empirical basis for improving educational assessment. Based on these findings, implications for assessment in EFL classes were described.

• The Journal of Korean Association of Computer Education
• /
• v.3 no.1
• /
• pp.143-150
• /
• 2000

As the society evolves into information age, new teaching and learning methods are proposed. In this paper, we design and implement an on-line quiz program for the formative evaluation of Distance Computer Education. The computer studies include many difficult concepts and those are hard to learn and the distance learning has the advantage of overcoming time and spatial limitations but it needs learner's strong motivations to study. Also, the formative evaluation may guide teachers and learners to studying course and it is necessary to prevent both users from too much load. Therefore, presenting quiz and solving it may be a better way for the formative evaluation and we design and implement a Quiz Program for the formative evaluation of Distance Computer Education. We believe that our program will improve motivation of students in Distance Computer Education