• Journal of the Korean Society for Library and Information Science
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• v.57 no.4
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• pp.25-47
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• 2023

Library collaboration instruction (LCI) is a process in which a classroom teacher and librarian collaborate to co-planning, co-implementation, co-assessment instruction. LCI is being studied and modeled in various dimensions such as the level of collaboration, information activities, and time scheduling. However, there is no integrated model that comprehensively covers teacher and librarian collaboration. The purpose of this study is to propose a schematic integration model for LCI by comparing and analyzing various models in five dimensions (level of collaboration, information activities, collaborative approach, time scheduling, and technological integration). The main results of the integration model for LCI reflected in this study are as follows. First, in terms of the level of collaboration, TLC integration model reflected such as library-based teacher-led instruction, cross-curricular integrated curriculum. Second, in terms of information activities, LCI integration model reflected social and science subjects inquiry activities in addition to the information use process. Third, in terms of collaborative approach, LCI integration model is divided into such as lead-observation instruction and parallel station instruction. Fourth, in terms of time management, LCI integration model took into account the Korean national curriculum and scheduling methods. Fifth, in terms of technology integration, LCI integration model reflected the PICRAT model, modified from the perspective of library collaboration instruction.

• Journal of Korean Elementary Science Education
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• v.19 no.2
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• pp.43-56
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• 2000

Main feature of portfolio assessments is the integration between assessment and instruction. Based on this feature, we developed portfolio assessment regarding feedback fitted into elementary school science classes. The portfolio assessment model is consisted with three steps; the plan of assessment, the practice of portfolio assessment, and the application of assessment result. In the last step, feedbacks of the assessment result were represented to students. From this model, we inspect the possibility of application in elementary school science.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.93-113
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• 2017

This research analyzed the cases of math competencies-oriented assessment, integrating assessment and instruction, which had been conducted in an elementary school whose assessment system involves frequent tests from a formative perspective on assessment. The research outcome is as follows: First, the competencies-oriented assessment of integrating instruction made possible for curriculum restructuring and competencies-oriented teaching, whereas more emphasis needs to be focused on the assessment feedback. Second, assessment on math competencies involves multiple dimensions; therefore, it needs to be managed to prevent problems arising due to overlap between different competencies. Third, though it has been identified that with evaluation it is possible to recognize and gradually improve the areas short of competency, more practical studies need to be conducted in this regard. Fourth, even with the fact that various types of evaluation ensure its fairness, make an accurate interpretation of the evaluation result before arriving at a comprehensive assessment.

• Educational Technology International
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• v.12 no.2
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• pp.71-94
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• 2011

How can an automated essay scoring (AES) program, which provides feedback for essays, be a formative tool for improving ESL writing? In spite of the increasing demands for English writing proficiency, English writing instruction has not been effective for teaching and learning because of a lack of timely and accurate feedback. In this context, AES as a possible solution has been gaining the attention of educators and scholars in ESL/EFL writing education because it can provide consistent and prompt feedback for student writers. This experimental study examined the impact of different types of feedback for a college ESL writing program using the Criterion AES system. The results reveal the positive impact of AES in a college-level ESL course and differences between the teacher's feedback and the AES feedback. The findings suggest that AES can be effectively integrated into ESL writing instruction as a formative assessment tool.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.429-437
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• 2020

This study investigated a total of 529 integrated science teachers' implementation and changes to apply the curriculum-instruction-assessment. Data was collected through online survey on scientific competencies and skills, teaching-learning and assessment methods, changes of teacher's preparation, topics/materials, teaching-learning, and assessment to apply the curriculum-instruction-assessment as teaching integrated science. The results of the study were as follows: first, in the integrated science class, teachers implemented more on scientific communication and scientific inquiry among scientific core competencies, and analysis and interpretation of data collection and communication among scientific skills. Teachers often taught in lectures and used multiple choice items and short essay for evaluation. Teacher groups with less than 10 years of teaching experience appeared to be less active in teaching scientific core competencies and skills than those with more than 10 years. Second, Teachers have increased more time and efforts to search and to organize various materials in addition to textbooks, and try to integrated concepts in various fields to prepare learning topics and textbooks. Third, even though teachers made little change in implementing the process-oriented assessment, they used instructional strategies to increase student engagement in the integrated science class, restructured the instruction to provide immediate feedback after conducting the assessment. It is necessary to build a system that ensures fairness and credibility of evaluation while respecting the autonomy and professionalism of teachers.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.97-109
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• 2022

In this study, we investigated pre-service teachers' reflection of questions during science instruction in teaching practicum from the perspective of productive reflection. The productive reflection used in this analysis has four aspects of learners and learning, subject matter knowledge, instruction, and assessment. Five pre-service teachers participated in this study. They reflected on their questions with one class video by using think-aloud method. Semi-constructed interviews were also conducted. The analyses of the results reveal that the aspect of 'instruction' and the 'learners and learning' were frequently included in their reflections. 'subject matter knowledge' was often included in their reflection while 'assessment' was hardly included. The integrations of the two aspects appear most often, those of three aspects appear only sometimes. However, four aspects appear very rarely. The integrations of 'learners and learning' and 'instruction' with the other aspects were most frequent, and the integrations of 'content knowledge' with the other aspects were often. However, the integration of 'assessment' was very few. There were more productive reflections from pre-service teachers who reflect on several questions in context than who reflected on questions one by one. In addition, they exhibited some difficulties in suggesting alternatives to improve their questions. They tried to modify the teaching method related to the questions rather than revise the form of questions. Based on the results, practical implications to improve expertise related to the questions of pre-service teachers were discussed.

• Journal of Educational Research in Mathematics
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• v.27 no.2
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• pp.291-312
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• 2017

According to the current research of educational assessment, formative assessment which focuses on improving students' learning has been emphasized. Consequently, integration between instruction and assessment is crucial and various assessment strategies are required. In order to use different assessment strategies in classrooms, teachers should experience strategies and reflect their strengths and weaknesses. In this study, pre-service elementary teachers experienced six assessment strategies (feedback, providing assessment standard, providing exemplary cases, self assessment, peer assessment, and written assessment), and their perceptions toward each strategy were investigated. During one semester, pre-service teachers experienced each of them and they answered questionnaire at the end of the semester. From the results, it is found that pre-service teachers presented different strategies that were most helpful in their cognitive and affective domain according to their perception of assessment. The results imply that different assessment strategies should be applied in instruction and teachers should extend their perception of assessment purposes.

• Journal of the Korean Chemical Society
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• v.58 no.3
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• pp.324-337
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• 2014

This study investigated the characteristics of science-gifted elementary students' reflection of their science classes. To do this, 91 reflective journals of 20 science-gifted elementary students were analyzed in terms of 'productive reflection'. The results revealed that the mean score of the inclusion scores, which mean the number of aspects of teaching included, was 2.99 on a scale of 5 points and was not significantly correlated with grade level. Most of the reflective journals included the aspects of 'science-gifted students (93.4%)'. 'Instructional strategies and instruction for science-gifted education (70.3%)', 'subject matter knowledge (68.1%)', and 'curriculum for science-gifted education (57.1%)' were also frequently included. However, 'assessment in science-gifted education (9.9%)' was hardly included. The mean score of the integration scores, which mean the number of aspects of teaching integrated as an index of productive reflection, was 2.84 on a scale of 5 points and was not significantly correlated with grade level. 6.6% of the journals showed no integrations. 34.1% of the journals integrated only two aspects, 39.6% of the journals integrated three aspects, 25.3% of the journals integrated four aspects, and no journals integrated all five aspects. Especially, the integrations between 'science-gifted students (100.0%)' and the other aspects were included in all journals. The integrations between 'instructional strategies and instruction for science-gifted education (70.3%)' and/or 'subject matter knowledge (65.9%)' and/or 'curriculum for science-gifted education (53.8%)' and the other aspects were also frequently included. However, the integrations between 'assessment in science-gifted education (9.9%)' and the other aspects were hardly included. There were no statistically significant differences between experiment-centered instruction and theory-centered instruction in the inclusion and integration scores. However, there were more diverse inclusion and integration types, and more aspects tended to be included or integrated in experiment-centered instruction than in theory-centered instruction.

• Journal of Korea Multimedia Society
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• v.6 no.4
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• pp.658-667
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• 2003

Developing tailor made Multimedia courseware ensuring effective implementation of instruction strategies is a challenge that manifests in myriad problems of software design and coding. In this paper an attempt has been made to analyse and identify coding and implementation problems, in the backdrop of using two different multimedia software development tools i.e. Visual Basic and Toolbook, which underpin the development and effectiveness of use of multimedia courseware. Solutions to such problems have been discussed in context of Tool book. The examples presented in this paper are based on the experience of designing and implementation of two large scale professional quality Multimedia courseware development projects.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.585-597
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• 2019

The purpose of this study is to analyze science subject items in the first screening stage of the elementary school teacher employment examination based on pedagogical content knowledge (PCK) and provide suggestions for improving the items. For this purpose, an analysis framework to analyze the items was developed and a total of 14 unit items between academic years of 2013 and 2019 were analyzed according to the analysis framework. The analysis of the results reveal that 'subject matter knowledge' of the five PCK components was most frequently included in the items. 'Instructional strategies and instruction for science education' was also frequently included although less than that of the previous component. However, 'assessment in science education', 'students', and 'curriculum for science education' were a little included. There were also assessment domains and contents which were not involved in the items. In the aspects of integration, the integrations between two components of two types were frequently found. No integrations were also frequently included although less than the previous category. The integrations among three or four components were also slightly found. Integrations among five components were not found. 'Subject matter knowledge' or 'instructional strategies and instruction for science education' with other components were more frequently found. However, the integrations of 'assessment in science education', 'students', and 'curriculum for science education' with the other components were less frequently found. Educational implications of these findings are discussed.