• Title/Summary/Keyword: rubrics

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Development of the Problems and Rubrics for Performance Assessment in Elementary School Mathematics (수학과 수행평가 문항 및 분석기준 개발 연구)

  • Kim Min-Kyeong;Cho Mi-Kyung
    • The Mathematical Education
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    • v.45 no.1 s.112
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    • pp.1-24
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    • 2006
  • The purpose of the study was to design and develop the performance assessment problems and the rubric of holistic evaluation approach for elementary school students in higher levels (6 graders). Problems include 6 tasks related to all content areas such as number and operation, etc. In addition, the results show the analyses of children's problem solving process and investigate how the performance assessment problems could be developed in order to develop children's higher-order thinking and problem solving skills.

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A Study on Development of Balanced Performance Assessment Tasks for Primary School Mathematics -Focused on 1, 2 Stage in the Primary School- (균형 있는 초등수학과 수행평가 과제 개발에 대한 연구 - 1, 2단계를 중심으로 -)

  • 정영옥
    • School Mathematics
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    • v.3 no.2
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    • pp.325-354
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    • 2001
  • The study aims to develop balanced performance assessment tasks for primary school mathematics which can be implemented in the primary school easily. In order to these purposes, I suggest the types of performance assessment tasks and the framework of assessment standards for the balanced performance assessment with describing the procedures of developing tasks and rubrics. The types of task are journal writing, problem posing, constructed task, and descriptive task. In the framework of assessment standards, I suggest holistic scoring which are classified as four levels according to the degree of excellence which students perform totally concerning about the criterion of implication, reasoning, accuracy, and communication. Also I analyse the responses of children to the task “make a beautiful pattern” and suggest its assessment rubric and anchor papers for each level for illustrating the process of developing a rubric in holistic scoring. In order to reflect the viewpoints of children and their Parents concerning about the tasks, the responses in self assessment and parent assessment are analysed. Finally, methods of implementing the assessment tasks and considerations are discussed.

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An Assessment of the Information Literacy of High School Students in Korea (고등학생의 정보활용능력 평가에 관한 연구)

  • Park, Myung-Kyu
    • Journal of the Korean BIBLIA Society for library and Information Science
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    • v.16 no.1
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    • pp.75-90
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    • 2005
  • Information literacy has been defined as "the ability to access, evaluate, and use information from a variety of sources." Recently, information literacy has become a hot topic in Korean education circles and school library fields, but few publications describe how to assess information literacy skills. This study is the first stage to develop a measurable assessment tool of the information literacy skills of korean high school students. In this paper, related projects, curricular models, and rubrics are reviewed and an assessment tool is suggested. This tool will be field-tested and revised on the results in the near future.

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A study on the development of assessment tools using graphing calculators for the assessment of mathematical process -focused on middle school mathematics- (그래핑 계산기를 활용한 수학적 과정의 평가도구 개발에 관한 연구 -중학교 수학을 중심으로-)

  • Choi-Koh, Sang Sook;Joo, Hongyun;Han, Hyesook
    • The Mathematical Education
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    • v.53 no.2
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    • pp.163-184
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    • 2014
  • The purpose of this study was to develop the assessment tools using graphing calculators for the assessment of the mathematical process which was emphasized in 2009 reformed mathematics curriculum. In this paper, we presented three sample calculator-based test items for the assessment of students' mathematical process abilities and scoring rubrics for the paper and pencil assessment and assessment based on observation on each item. In order to improve mathematics teachers' understanding of the assessment tools using graphing calculators and to show the procedures of assessment using technological devices, we also drew up assessment guidelines. We hope the results of the study contribute to the promotion of assessment environment encouraging the use of graphing calculators in assessments.

A Study on Learning Modules for Course Embedded Assessment of Soft Skills Program Outcomes (소프트스킬 프로그램 학습성과의 교과기반 평가(CEA)를 위한 학습모듈(안)에 관한 연구)

  • Kang, Sang Hee
    • Journal of Engineering Education Research
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    • v.23 no.6
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    • pp.40-50
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    • 2020
  • This paper proposes learning modules as a kind of integrated instruction model for soft skills program outcomes to enable CEA. Learning modules consist of course learning objectives(outcomes) described in detail, learning content(elements), learning activities(teaching learning methods), evaluation methods, evaluation rubrics so that they can be evaluated based on the performance criteria of the program learning outcomes. The unit of time for the learning module is 50 minutes. If this learning module is applied, it is expected that the soft skill program outcomes can be evaluated in the technical course. As a result of the expert feasibility study, the positive answers were much higher than the negative answers in most of the questions about the composition of the learning module or the method of managing the class.

Developing Systems Thinking-based STEAM Programs and Analyzing its Effects on Middle School Students (중학생을 위한 시스템 사고 기반 STEAM 교육 프로그램의 개발 및 효과 분석)

  • Kim, Yuran;Jeon, Jaedon;Eom, Jooyoung;Lee, Hyonyong
    • Journal of the Korean earth science society
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    • v.41 no.1
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    • pp.75-91
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    • 2020
  • The purposes of this study are 1) to develop a pre-education program for teaching the basic concepts of systems thinking and STEAM program based on systems thinking and 2) to investigate the effects of the program on middle school students' systems thinking. The subjects were 4 seventh-graders and 4 ninth-graders in a middle school located in the province of Gyeongsangbuk-do. Data related to students' systems thinking was analyzed using the rubrics developed by Hung(2008). The results were reviewed by experts to verify the validity of the rubrics and the reliability of students' system thinking. In addition, the data analyzed with the rubrics, students' awareness of systems thinking, word associations, causal maps and interviews were systematically analyzed to investigate the effects of the program on students' systems thinking. The findings of this study were as follows: First, a pre-education program and teachers' guidebook for teaching and learning the concept of systems thinking and causal maps were developed. The pre-education program consisted of familiar TV entertainment program-Infinite Challenge (Muhandojeon)-with a theme of Global Warming. Second, a STEAM education program based on systems thinking which was composed of 5 steps: Analysis-Design-Build-Assessment-Systems thinking. The major theme of the program was an air extinguisher. The developed STEAM education program had positive effects on improving middle school students' systems thinking abilities such as understanding systems, relations within a system and system generalization. Therefore, it was concluded that the STEAM program could be instrumental for cultivating students' STEAM literacy with improved systems thinking.

Rubric Development for Performance Evaluation of Middle School Home Economics - Focusing on Experiment and Practice Methods - (중학교 가정교과 수행평가를 위한 루브릭(rubric) 개발 - 실험.실습법에 적용 -)

  • Bum, Sun-Hwa;Chae, Jung-Hyun
    • Journal of Korean Home Economics Education Association
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    • v.20 no.3
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    • pp.85-105
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    • 2008
  • The purpose of this study was to develop a narrative analytic scoring rubric through teacher-students negotiations, as an assessment of tasks using methods of experiment and practice for home economic(HE) in the middle school. In this study. an analytic rubric had been developed in the following three stages: In the first stage, all the things for rubric development were defined and prepared, by selecting tasks used for rubric application through a questionnaire survey, providing detailed directions on methods and procedures and needed items, and selecting a class for rubric negotiation and setting the development schedule. In addition, the method suggested by Ainsworth and Christinson(1998) in Student Generated Rubrics was used. In the second stage, performance criteria for tasks in terms of knowledge, skills, and attitude were developed, setting scoring framework and scales depending on assessment areas. Referring to selected scoring framework and assessment criteria, observable and assessable behaviors were used to describe rubric based on A, B, and C scale. Then, a primary rubric was developed through teacher-students negotiations, using rubrics made by group. In the last stage, the developed primary rubric was reviewed by an expert of HE education to test the validity. Moreover, the analysis to test the suitability of the final rubric assessment tool employed 46 copies of questionnaire collected from incumbent home economics teachers selected by way of random sampling mainly focusing on those teachers who were in the Master's degree program or completed the program at one university. As a result, the average of suitability of aa the rubrics were over 4.0 in th 5-point scale.

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A study on pre-service teachers' development of assessment items and standards in a mathematical essay course (예비교사의 수리논술 평가문항 개발과 평가 기준 설정에 관한 연구)

  • Lee, Dong-Geun;Choi, Sang-Ho;Kim, Dong-Joong
    • Journal of the Korean School Mathematics Society
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    • v.17 no.4
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    • pp.541-563
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    • 2014
  • The purpose of this study is to investigate how the curriculum, in which pre-service teachers experience mathematical process and develop assessment items and standards through the process experience in a mathematical essay course, affects the pre-service teachers and suggest its implications for teacher education. Fourty nine pre-service teachers, registered at a mathematical essay course in a K university in Seoul, developed mathematical essay problems and their assessment standards, and their developed processes were analyzed. According to the analysis results, first, mathematical essay problems developed by the fifty students reflect components of mathematical processes. Especially, one characteristic in revising assessment items shows that pre-service teachers considered not only justification process through different levels of difficulty and mathematical reasoning, but also logical descriptions through problem solving, when they worked on group discussions and examined middle school and high school students' responses. Second, while pre-service teachers developed rubrics for their assessment items and revised the rubrics based on students' responses, they established assessment standards which employed mathematical process by focusing on problem solving process rather than results and considering students' unexpected problem solving. The results imply a concrete method in planning and executing a mathematical essay course which makes use of mathematical process in teacher education.

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Fostering Primary Pre-service Teachers' Computational Thinking through Self-Assessment (초등예비교사를 위한 컴퓨팅 사고력 자기평가 방법)

  • Kim, Misong;Choi, Hyungshin
    • Journal of The Korean Association of Information Education
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    • v.22 no.1
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    • pp.61-70
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    • 2018
  • It is urgent in the context of the Fourth Industrial Revolution that students become creative and integrative thinkers. In this vein, in the last few years, drawing upon constructivism as an innovative learning paradigm, new coding curricula using MIT's Scratch have been introduced in the number of countries to enhance computational thinking (CT). However, constructivism encouraging collaborative and active learning may not be explicitly utilized in instructional design focusing mainly on learning to code as technical skills - some of which exist today in large numbers of school and after-school code activities. To respond to such a misleading way of developing CT through coding, the present study aims to propose the benefits of CT self-assessment rubrics for primary pre-service teachers within a CT course entitled "Problem Solving by Computational Thinking". Our findings show how meaningful collaborative CT self-assessment in a group impacts their learning of CT. We end this paper with the discussion of implications of our findings for CT assessment towards a new paradigm in education.

Development of Evaluation Criteria for Online Problem-Based Science Learning (온라인 문제기반 과학 탐구과제 평가준거 개발)

  • Choi, Kyoungae;Lee, Sunghye;Chae, Yoojung
    • Journal of The Korean Association For Science Education
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    • v.37 no.5
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    • pp.879-889
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    • 2017
  • The purpose of this study is to develop the evaluation criteria for students' research reports on online science inquiry problems that promote thinking abilities. The steps of developing the evaluation criteria are as follows; First, based on previous study results and literature review, the evaluation categories of the science inquiry contents were determined: 1) knowledge, 2) logical and analytical thinking, 3) critical thinking, 4) science process skills, 5) problem-solving, and 6) creative thinking. Second, evaluation criteria are developed according to the following steps: 1) define each category, 2) identify sub-category, 3) develop evaluation criteria for all categories that could serve as guidelines in the development of scoring rubrics, and 4) expert validation processes were performed. Finally, the usability test for these evaluation categories and criteria were done by being applied to the development of real scoring rubrics for 24 problems included in e-learning contents. Then the users' feedbacks were filed and the implications of this study were discussed.