• 한국초등과학교육학회지:초등과학교육
• /
• 제24권3호
• /
• pp.301-309
• /
• 2005

The purpose of this study was to investigate the measuring range of portfolio assessment on students' abilities, using correlation coefficients of portfolio assessment with four other assessment methods. A portfolio system was developed based on low units of elementary fourth grade science, and applied to three fourth-grade science classes in Daejeon Metropolitan area and Gyunggi-do. Four different assessment methods, multiple-choice (short answer type), essay-type item, mind-mapping and laboratory assessment were also administered and scored by two elementary teachers attending graduate school. Correlation coefficients between portfolio assessment and four assessment methods were calculated with SPSS. Portfolio assessment showed moderate correlation with multiplechoice (short answer), essay-type, and mind-mapping, and low correlation with laboratory assessment. Portfolio assessment showed high correlation with multiple-choice assessment in 'understanding' and 'application' domains, but showed low correlation in 'recall' and 'inquiry' domains. In conclusion, portfolio assessment could measure various abilities measured by other assessment methods.

• 한국초등과학교육학회지:초등과학교육
• /
• 제19권2호
• /
• pp.83-92
• /
• 2000

The purpose of this study was to investigate the characteristics of formative assessment in elementary school science teaching. In order to examine the practices of formative assessment in science teaching, 8 science classes were observed and video-taped for each of two instructions. We also interviewed the teachers and students with semi-structured questions. The result indicated that the teachers used planned formative assessment and interactive formative assessment. Teachers assessed three aspects of student loaming in science classroom: the student's personal, social and science development. However, the majority assessed in science teaching was science development. Teachers used observation, question and answer, dialogue, reports, and presentation as the formative assessment methods. The process of formative assessment was categorized as to get information, to judge and to give feedback. These three aspects were interrelated and interdependent. The type of question and feedback was influenced on the extent of the interaction between teachers and students.

• 대한지구과학교육학회지
• /
• 제3권3호
• /
• pp.248-256
• /
• 2010

This study analyzed National Assessment of Educational Achievement items surveying to sixth-year student in elementary school utilizing three dimentional scientific assessment framework. Study's findings are as following. Science contents territory of national level study achievements estimation were set a problem energy, substance, life, earth relatively evenly. Action territory was set a problem most 'Comprehension' territory. In the case of science situation area, 'Purity scientific situation' among 5 category appeared the most.

• 한국초등과학교육학회지:초등과학교육
• /
• 제28권3호
• /
• pp.352-360
• /
• 2009

In this study, we investigated the relationships among elementary school teachers' perceptions of constructivist science assessment, views on science teaching and learning, science teaching efficacy belief, and the perceptions of constructivist science learning environment. An exploratory factor analysis was conducted to validate the factor structure of the perceptions of constructivist science assessment test. The test consisting of 3 factors with 21 questions in the previous research was reconstructed as one consisting of 2 factors with 22 questions as a result of the factor analysis. A stepwise multiple regression analysis was also conducted to predict the explanatory powers of the variables on perceptions of constructivist science assessment. The results indicated that the perceptions of constructivist science learning environment, views on constructivist science teaching and learning, and personal science teaching efficacy belief were the significant predictors of the perceptions of constructivist science assessment.

• 한국과학교육학회지
• /
• 제20권4호
• /
• pp.562-571
• /
• 2000

수행평가의 성공적인 현장 적용올 위해서는 수행평가의 이론적 연구뿐 아니라 현장 적용을 위한 실천적연구도 필요하다. 이를 위해, 본 연구에서는 교사 자신이 직접 수행평가 도구를 개발할 수 있도록 하기위해, 교육전문가와 교사가 함께 연구모임을 가지면서 연구를 진행하였다. 연구결과는 크게 3가지로 제시하였다. 첫째, 연구모임을 통해 교사들은 수행평가의 개발과 현장적용을 위해서 여러 가지 측면들을 논의하였고, 그러한 논의는 크게 4가지 영역으로 구분 될 수 있었다. 둘째, 그러한 논의에 기초하여 5가지 개발방향이 확정되었고, 그에 따라 총 7개 유형의 수행평가 문항이 데이터베이스식으로 개발되었다. 수행평가 문항의 개발 목적과 평가시기 및 횟수, 개발시 특별히 고려한 점 등도 함께 제시하였다. 셋째, 개발된 평가문항은 다른 중학교 교사 2명에서 몇 달간 자유스럽게 적용하도록 하였고, 적용 후 각 유형의 사용에 대한 면담을 실시하였다. 면담결과는 수행평가 유형별로 요약하여 제시하였다.

• 환경영향평가
• /
• 제13권5호
• /
• pp.251-262
• /
• 2004

In order to investigate the geochemical characteristics of surface sediments in lower Yeongsan river system, sediment samples from the main stream of Yeongsan river, Gomakwon and Hampyeong streams were collected and analyzed for grain size and metal and organic carbon contents. The sediment types of the streams widely vary from pebble to mud. The metal contents in the sediments are mainly dependent on grain size of the sediments, geology around the streams and organic matter contents from the domestic sewage. Enrichment factor (EF) representing the degree of metal contamination in the sediments are relatively low in the study area. But, high Zn and Pb values seem to be from the study area, partly.

• 한국초등과학교육학회지:초등과학교육
• /
• 제37권4호
• /
• pp.440-454
• /
• 2018

This study aims to compare student self-, teacher-, and objective assessments of elementary science-gifted students' scientific creativity. A science-gifted program on the topic of Hydraulic Machine was implemented to 40 fifth-graders in the Science-Gifted Education Center of an education office in Seoul, Korea for four weeks. The products of the students' activities were assessed by three types of 'Student Self-Assesment', 'Teacher-Assesment', and 'Objective Assessment using Formula'. Based on two essential components of creativity, the scientific creativity is divided into two parts of originality and usefulness. Ideas that satisfy both components can be counted as scientifically creative. The main results of this study are as follows: First, the scores of each week and the average of the overall four-week scores on scientific creativity were significantly correlated. Student self-assessment (r=.687), teacher-assessment (r=.715), and objective assessment (r=.724) appeared consistently over instructional periods. Second, the average scores of student self-, objective, and teacher-assessments were 73.15, 35.72, and 26.60, respectively. The result of student self-assessment on scientific creativity tended to be higher than those of formula and teacher. Third, among the three types of assessment on scientific creativity, a strong correlation appeared between teacher- and objective assessment (r=.974), but neither between student self- and objective (r=.161) nor between student self- and teacher- (r=.213). Fourth, the scores on originality component had a positive correlation between teacher- and objective assessment (r=.713). The scores of student self- and teacher-assessments had a significant correlation too (r=.315), but not between student self- and objective assessment (r=.279). Fifth, the scores on usefulness component did not have a significant correlation between student self- and teacher-assessment (r=.155). Sixth, there was no significant difference on scientific creativity between student self- and objective assessment [${\chi}^2$(1, n=40)=1.667, p<.197]. Not between student self- and teacher-assessment either [${\chi}^2$(1, n=40)=1.616, p<.204]. On the contrary, there was a significant difference between teacher- and objective assessment [${\chi}^2$(1, n=40)=32.593, p<.000]. Seventh, the students were categorized into four groups according to the levels of their scores by student self- and teacher-assessment. The result showed that factors influencing student self-assessment are inherent in the personality traits of gifted individuals, such as self-esteem and perfectionism. The findings suggested that there are challenges for the educators to make efforts to construct consistent assessment methods for scientific creativity.

• 대한지구과학교육학회지
• /
• 제6권2호
• /
• pp.124-135
• /
• 2013

The purpose of this study was to find the relationship between elementary school teachers' beliefs of inquiry and science performance assessment. To collect data for analyzing elementary school teachers' beliefs of inquiry and their practice of science performance assessment, the researcher was surveyed with elementary school teachers by open-ended questionnaires and interview. The findings of this study were as follows; First, Most of elementary school teachers beliefs of inquiry was shown as constructivist tendency. This view of inquiry involves watching and doing experiments, and the skills of thinking processes, in which learners make their own interpretations rather than merely acquiring preexisting knowledge structures. Second, for content knowledge, participants' preception about the target of science performance assessment involved assessing application of science knowledge rather than basic level of substantive knowledge. For inquiry process, participants' preception about the target of science performance assessment involved assessing the lower level of inquiry rather than the higher level of inquiry. Most of participants was measured using a paper and pencil test for the actual evaluation methods due to the ease and objectivity of the assessment, the lack of understanding how to perform the performance evaluation process and method. Especially, participants who recognize that the higher level of inquiry was used performance and informal mode of assessing.

• 한국학교수학회논문집
• /
• 제16권4호
• /
• pp.637-654
• /
• 2013

본 연구는 수학교육 선진화 방안('12.1)에 따라 중 고등학교 수학교사가 내신 평가문항을 출제함에 있어 유념해야할 개발 절차를 안내하는 것을 목적으로 하였다. 연구 결과, 평가문항 개발 가이드라인을 크게 '지도 내용 분석 과정', '평가 문항 구성 과정', '평가 문항 완성 과정'으로 범주화하여 제시하였다. 본 연구의 적용 과정에서 연구 결과가 수학교사의 평가전문성 신장에 기여할 것이며 교사의 평가문항 출제 후 자기진단 도구로도 활용될 수 있음을 확인하였다.

• 대한지구과학교육학회지
• /
• 제1권1호
• /
• pp.1-13
• /
• 2008

The purpose of this research is to accomplish the goal of science education based in the seventh science course of study by suggesting the plan for development of executable method in the learning process of Earth Science education and establishing a practical model to evaluate its achievement. Furthermore, the idea of this research is to recognize a way of using and consideration at practical use of the model. Since the purpose of the educational evaluation is to maximize the efficiency of school studying, there are some negative aspects in our current method of evaluation to achieve the purpose. New system has been introduced into the educational evaluation to resolve such a critical issue. Despite some positive aspects in the system, it could not be escaped from the multiple choice and pens examination. This could be caused by in various limitations, especially the insufficiency of teachers' awareness and the data about the Performance assessment. This research is to develop and use the practical model for the Performance assessment in consideration of current educational circumstances of Junior and High school. The model of the Performance assessment in this research is to sufficiently evaluate student's ability and skill in the learning process of Earth Science education. Hence, it is dedicated to the education for human being and improve quality in the learning process of the Earth Science education among the modern society, which is characterized globalization and information. Furthermore, it may promote the growth of various character of students and increase creativity and skill for the problem solving.