• Journal of Science Education
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• v.44 no.1
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• pp.15-37
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• 2020

Unlike Korean science curriculum's continued push for "relevance of contents" to reduce the burden of learning on students, IB DP (International Baccalaureate Diploma Programme) is chosen in many countries and the number of IB world schools continues to grow, although it contains not only a large amount of learning but a substantial amount of content that requires quantitative calculations. Through this study, we suggest implications for Korean science curriculum and textbook, by comparing the constructions of chapters, the achievement standards, the learning contents, and the formulas of physics textbook, focusing on the 'relativity' unit of the 2015 revised national curriculum and IB DP, and by analyzing the questions of college scholastic ability test (CSAT) and external assessment (EA).

• Communications of Mathematical Education
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• v.29 no.1
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• pp.73-90
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• 2015

When teachers make up assessment questions regarding the content area that contains shapes and graphs, they should present the pictures so that their role might be represented properly. We exhibited the process of constructing shapes and graphs utilizing GeoGebra, and simultaneously analyzed the process of developing and revising questions using this and awareness changes in teachers who participate in the teacher's training focused on improving professionalism for making up questions such as CSAT(College Scholastic Ability Test). Through the survey they mentioned that making questions utilizing algebraic construction overcame the limitations of making up questions and played an instrumental role in developing creative questions. Based on the results, We suggested effectiveness of making up questions utilizing algebraic construction. Our intention was to improve the skills of teachers for making up questions such as CSAT and to suggest implications about it.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.553-571
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• 2015

Mathematical, verbal, and spatial abilities are known as three important indicators for the success in the STEM disciplines. In this study, Purdue Spatial Visualization Test-Rotation, College Entrance Scholastic Aptitude Test- Math and Verbal score of engineering freshmen students have been used to find the relationships among these areas. In addition, gender differences in spatial visualization, verbal achievement and mathematical achievement have been investigated, too. In this research, I found that gender difference was highest in spatial visualization ability, followed by verbal achievement and smallest in mathematical achievement. Substantial number of male students possess high level of spatial abilities, but only half of female students were at the same level where their male colleagues were. The correlation between spatial ability and mathematical ability was negligible, contrary to former researches on elementary and middle school students. But the correlation was stronger for female students than male students. The correlation between mathematical achievement and verbal achievement was negative. It reflects the fact that when one section of SAT score is low, score of other sections should be higher to get admitted to college. Gender difference in mathematics was smallest for high achieving spatial ability group. For low spatial ability group gender difference in mathematics achievement has been observed, too. To find the combined contribution of spatial and verbal abilities to mathematics achievement, students were divided into 4 ability groups. Mathematics achievement decreased in the order of (1) high spatial -low verbal group, (2) low spatial - low verbal group, (3) high spatial - high verbal group, (4) low spatial - high verbal group.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.197-219
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• 2005

This study attempted, in accordance with the National Educational Curriculum, to develop achievement assessment standards for a course within the field of home economics which has been widely adopted by Korean vocational high schools, namely, the food and nutrition subject. Focus was also placed on strengthening the management of the curriculum for this food and nutrition course, as well as on establishing proper assessment standards by developing model assessment tools which can be used to assess the subject. The results of this study can be summarized as follows : First, based on an analysis of the related literature and materials. the desired notion of the achievement and assessment standards was established, and their significance ascertained the achievement and assessment standards for the food and nutrition course were set and the type of model assessment tool which should be developed, as well as the method in which it should be applied. was established Second. by analyzing the curriculums and the contents of the textbooks used in the food and nutrition subject, the researcher was able to compile the 70 factors which could to be used to develop the achievement and assessments standards, and then classify these into 6 main categories and 32 sub-categories. Based on the characteristics of these factors and learners' academic performance levels the number of factors was expanded to 89 in order to establish the achievement standards. In turn, these achievement standards were used, in accordance with the learners' achievement and teaming activity levels, to develop three different levels of assessment standards. namely, upper, middle, and lower ones. Third. a model assessment tool was developed which could be used by individual school units as a reference in terms of achievement and assessment standards, and that could be modified to meet each school's circumstances. In order to create the model assessment tool a 100-question questionnaire was formulated that contained various types of questions, such as essay, report, theoretical and practical, portfolio, as well as multiple choice-type questions. Lastly, the researcher introduced measures to effectively use the achievement and assessment standards developed for the food and nutrition course, as well as the model assessment tool in school units.

• Journal of the Korean Society of Food Science and Nutrition
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• v.32 no.4
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• pp.627-635
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• 2003

This study was performed to investigate the relations between dietary habit and academic achievement, subjective health judgement, and physical status. The subjects consisted of freshmen in university and answered to questionnaires through the Internet. The questionnaire consists of the dietary habit, academic achievement (College Scholastic Ability Test), subjective health judgement, and physical status during their 3$^{rd}$ grade in high school days. Data were collected from 3,612 people. Over 33% of respondents had their breakfast daily. Subjects who had breakfast below twice per week were 37.9%. The major reason of skipping breakfast was lack of time to eat breakfast (62.8%). The subjects who recognized the importance of breakfast were 80.6% (p＜0.001). More than half (52.7%) thought that dinner was most tasty. People who ate breakfast regularly had a tendency to recognize their health state were in good health (p＜0.01). There was no significant difference of BMI (body mass index) according to the frequency of breakfast per week. The subjects who had their breakfast regularly and well-balanced dietary habit reported higher marks in the College Scholastic Ability Test. In contrast, the subjects who rarely had breakfast showed poor marks of academic achievement and subjective health judgement. According to these results, a good dietary habit is considered to be important to academic achievement and confidence in health. Therefore we suggest the school breakfast program and nutrition education program should be required for teenagers. In addition, the findings from this study would provide the basic information for nutrition education in Korean teenagers..

• The Mathematical Education
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• v.61 no.2
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• pp.287-303
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• 2022

The purpose of this study is to draw implications for the improvement in the CSAT by analyzing structures and tasks in the Abitur. To this end, it analyzes the mathematics test system with a focus on the basic and advanced level examination systems, the operator, the using technology, and mathematical formulas. And the characteristics of tasks in the 2021 Abitur were analyzed. As a result of the analysis, first, Germany evaluates whether students have the competency emphasized in the curriculum at Abitur. Second, Germany, which emphasizes the proper use of technology, utilizes both tasks that use technology and those that do not in the Abitur. Third, the Abitur consists of most of the tasks using promised operators and uses various types of operators to present various types of questions to evaluate competence. Fourth, the Abitur includes not only simple structured items consisting of 2-3 subtasks but also tasks dealing in depth with a single situation centered on a big idea. Finally, mathematical justification and proof play an important role in the Abitur. Based on this, some specific measures for improving the CSAT were suggested.

• Journal of the Korean Geographical Society
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• v.47 no.6
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• pp.934-954
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• 2012

Constructed-response items are useful to estimate a higher-order thinking abilities such as sense of place, graphicacy, and geographical imaginations which are aimed by geography education. This study aims to identify the conception of the constructed-response items, to classify those feasible items in geography education, and to propose some comments and suggestions for development and application in Korea. The author tries to classify the constructed-response items by analyzing the NAEP items in the formal aspect and the aspect of cognitive dimension respectively. In the formal aspect, they are classified as 'question-standalone' type and 'material-presenting' type. In the aspect of cognitive dimension, they are classified into three types as 'knowledge-requirement', 'understanding-requirement', and 'applying-requirement'. Some comments and suggestions are as follows. First, it is necessary to develope the constructed-response items that coherent to both content and cognitive dimensions. Second, it is required for students who take an examination to use a great variety of graphics, photos, thematic maps related to geography. Third, we need to inquire the rubric, grade, process to scoring because they are vital to success of the constructed-response items.

• Information Systems Review
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• v.16 no.2
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• pp.61-76
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• 2014

Recently, students have raised negative awareness of the test because of school records and irrational difficulty level of the College Scholastic Ability Test. They go so far as to commit suicide because of failure in entering school. It becomes a social problem and it is rising more and more interested in entering school. The educational game was created based on considering this social environment. Namely, students can enter university as playing online or mobile game through Enter Literacy Assessment game service. The Enter Literacy Assessment game service provides various tests which are math, english, science or essay that real university wants through online or mobile game. For this, general concept about Enter Literacy Assessment game service and characteristic establishment and limitation of existing research should be understood. The research refers to relationship between Self-Determination Theory which is the representative theory related with psychological desire of human intrinsic and Enter Literacy Assessment game service. Therefore, development of Enter Literacy assessment Serious Game is a new opportunity factor to take two dominants which are secure of university competitive power and excellent personnel and challenge for development of serious game.

• Korean Journal of Social Welfare Studies
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• v.47 no.4
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• pp.183-216
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• 2016

This study aims to investigate the career development experience of youth in late adolescence who entered a different university after taking a semester off (as known as Bansu in Korean), in depth, applying a phenomenological research method. For the research, this study selected seven adolescents as research participants to reveal the essential meaning of their experience, vividly. The data were analyzed by Giorgi's method to draw components of the experience of research participants. As a result of the research, the career development experience of youth in late adolescence who entered a different university after taking a semester off was systematized into 19 sub-categories and structured into four main categories: "high school years in which academic record was more important than aptitude", "the step away from the dream, being forced to proceed to college", "the time of study to take the exam again, which was an advantage and disadvantage at the same time" and "the wish unfulfilled even with the success of entering a different university." It turned out that the main topic was "the repeated way even after passing the repeat sign." They took the College Scholastic Ability Test (CSAT) once again and came back to the narrow way to enter a prestigious university, but they still compromised the standard made by the older generation. This study has significance for late adolescents' welfare and happiness in that it explored the in-depth meanings of the career development experience of youth who entered a different university by taking the CSAT again after taking a semester off. Lastly, based upon the situation of the increase in the number of students who take the CSAT again, this study suggested better measures for career development during adolescence and the promotion of their quality of life.

• Journal of the Korean Chemical Society
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• v.55 no.6
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• pp.1030-1041
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• 2011

We investigated the understanding of pre-service science teacher about the chemistry concept of middle school curriculum using some items in National Assessment of Educational Achievement and analyzed the result according to background variables of pre-service science teacher. The result was that there were some pre-service science teachers who select incorrect answer at all items, pre-service science teachers don't fully understand the concept needed to solve item. And the percentage of correct answer at some items was low regardless of selection of chemistry as an elective subject at CSAT(College Scholastic Ability Test). We found some facts through the depth interviews to find the cause of the result. First, the misconception acquired in middle school days is tend not to change until college student. Second, the formation of misconception is affected by the study habit with which solve problem by simple calculation and memory without essential understanding. Third, the study habit with which solve problem by simple calculation and memory without essential understanding could not replace misconceptions acquired in middle school days with scientific concept regardless of selection of chemistry as an elective subject at CSAT.