Pub Date : 2021-02-01DOI: 10.29221/JCE.2021.24.1.77
Haemee Rim, Inseon Choi
The graph visually represents a variety of mathematical information and the data literacy interprets this visual information is highlighted as an important diversion for students to have in the 21st century. The 2015 revised mathematics curriculum requires students to deal with graphs in their first year of middle schools before learning functions so that they can draw and interpret graphs in real-life contexts without being tied to algebra. However, the analysis of graph tasks in the textbook shows that although various context-based tasks are presented, the task of selecting variables in relation to graph composition is insufficient, the ratio of graph-composition tasks is low compared to graph-interpretation tasks, and the proportion of graph inference tasks is very low. In addition, a problem situation of each task tended to be presented piece by piece without being linked. In this study, by reinterpreting the graph tasks presented in the textbook and reflecting the implications from the analysis results, we presented and suggested the method of learning the graph unit teaching using the robot sensors so that students can perform meaningful graph composition, interpretation, and reasoning activities. Meanwhile, since the data logging activities using sensors of the robot proposed in this study are also practicable through VRT(Virtual Robotics Toolkits), they are expected to be applicable to the recently active non-face-to-face classes.
{"title":"Exploring teaching and learning methods of the graph unit of middle\u0000 schools using sensors of the robot","authors":"Haemee Rim, Inseon Choi","doi":"10.29221/JCE.2021.24.1.77","DOIUrl":"https://doi.org/10.29221/JCE.2021.24.1.77","url":null,"abstract":"The graph visually represents a variety of mathematical information and the data literacy interprets this visual information is highlighted as an important diversion for students to have in the 21st century. The 2015 revised mathematics curriculum requires students to deal with graphs in their first year of middle schools before learning functions so that they can draw and interpret graphs in real-life contexts without being tied to algebra. However, the analysis of graph tasks in the textbook shows that although various context-based tasks are presented, the task of selecting variables in relation to graph composition is insufficient, the ratio of graph-composition tasks is low compared to graph-interpretation tasks, and the proportion of graph inference tasks is very low. In addition, a problem situation of each task tended to be presented piece by piece without being linked. In this study, by reinterpreting the graph tasks presented in the textbook and reflecting the implications from the analysis results, we presented and suggested the method of learning the graph unit teaching using the robot sensors so that students can perform meaningful graph composition, interpretation, and reasoning activities. Meanwhile, since the data logging activities using sensors of the robot proposed in this study are also practicable through VRT(Virtual Robotics Toolkits), they are expected to be applicable to the recently active non-face-to-face classes.","PeriodicalId":198625,"journal":{"name":"Journal of Curriculum and Evaluation","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114757543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.29221/JCE.2021.24.1.203
E. Lim
The purpose of this study is to investigate the variables that affect teacher's competency for student assessment and to find out the strategies to improve the competency. The survey was conducted online on 454 teachers from elementary schools, 191 from middle schools, and 227 from high schools to evaluate the teachers’ competency for student assessment, The scale of teacher's competency for student assessment is composed of the following: “planning assessments and developing tools”, “assessment adminstration”, “feedback”, “ethics and compliance with legal procedures”. In order to investigate the variables affecting the teacher's competency of student assesment, the general linear model analysis was employed using teachers’ sub-competencies of student assessment as dependent variables; teachers’ school levels, gender, years of teaching, whether or not to take a subject related to student assessment and the types of training/workshops participated in as independent variables. The results of analyzing the general linear mode have shown that school level, gender, years of teaching, some training/workshop related to students assessment participation were statistically significant, whereas taking courses related to student assessment at the university and training/workshops for student assessment did not affect the teacher's competency for student assessment. Nonetheless, it was found that the average competency of the teachers who took courses related to student assessment was higher than that of those who did not take such courses. The comparison of the teachers’ competence according to their participation in training/workshops has indicated that taking the courses related to curriculum, teaching and learning, and subject competency partly affected the teachers’ sub-competency of student assessment while no such difference was observed in taking the student assessment training/workshops. Based on the results, in order to improve the competency, we need to understand the teacher competency for student assessment by school levels that teachers attend. Also the standards of the teachers competency for student should be developed with consideration for school levels. Since the student assessment courses at the university offer the basic skill and knowledge for pre-service teachers, universities should develop and provide high quality programs for student assessment. Training/workshops related to student assessment should be reconstruct to enhance the teacher's competency for student assessment Lastly, it is necessary to develop specific and detailed training/workshops focused on sub competencies rather than overall competencies for student assessment.
{"title":"A study on the investigation for variables affecting teacher's\u0000 competency for student assessment","authors":"E. Lim","doi":"10.29221/JCE.2021.24.1.203","DOIUrl":"https://doi.org/10.29221/JCE.2021.24.1.203","url":null,"abstract":"The purpose of this study is to investigate the variables that affect teacher's competency for student assessment and to find out the strategies to improve the competency. The survey was conducted online on 454 teachers from elementary schools, 191 from middle schools, and 227 from high schools to evaluate the teachers’ competency for student assessment, The scale of teacher's competency for student assessment is composed of the following: “planning assessments and developing tools”, “assessment adminstration”, “feedback”, “ethics and compliance with legal procedures”. In order to investigate the variables affecting the teacher's competency of student assesment, the general linear model analysis was employed using teachers’ sub-competencies of student assessment as dependent variables; teachers’ school levels, gender, years of teaching, whether or not to take a subject related to student assessment and the types of training/workshops participated in as independent variables. The results of analyzing the general linear mode have shown that school level, gender, years of teaching, some training/workshop related to students assessment participation were statistically significant, whereas taking courses related to student assessment at the university and training/workshops for student assessment did not affect the teacher's competency for student assessment. Nonetheless, it was found that the average competency of the teachers who took courses related to student assessment was higher than that of those who did not take such courses. The comparison of the teachers’ competence according to their participation in training/workshops has indicated that taking the courses related to curriculum, teaching and learning, and subject competency partly affected the teachers’ sub-competency of student assessment while no such difference was observed in taking the student assessment training/workshops. Based on the results, in order to improve the competency, we need to understand the teacher competency for student assessment by school levels that teachers attend. Also the standards of the teachers competency for student should be developed with consideration for school levels. Since the student assessment courses at the university offer the basic skill and knowledge for pre-service teachers, universities should develop and provide high quality programs for student assessment. Training/workshops related to student assessment should be reconstruct to enhance the teacher's competency for student assessment Lastly, it is necessary to develop specific and detailed training/workshops focused on sub competencies rather than overall competencies for student assessment.","PeriodicalId":198625,"journal":{"name":"Journal of Curriculum and Evaluation","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133637389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.29221/JCE.2021.24.1.29
Sung Hye Kim, Young-sun Yoon, Eun-Hee Noh, Soyeon Park
This study examined the following five websites operated by government for public interest: ‘National Curriculum Information Center’, ‘Edunet T-clear’, ‘School Information’, ‘Student Evaluation Support Portal,’ and ‘High School Credit System’. In order to examine the use of the five curriculum online support systems, a total of 3,391 teachers (860 elementary school, 1,223 middle school, and 1,308 high school) who are the target users of the systems were surveyed. The results of the survey were as follows. First, the main means for acquiring curriculum information was through ‘online systems operated by government’, with the highest user rate at 40.8%. Second, curriculum online support systems were utilized the most in the order of ‘School Information’, ‘National Curriculum Information Center’, ‘Edunet T-clear’, ‘Student Evaluation Support Portal’, and ‘High School Credit System’. Third, the reason for using an online curriculum support system was to plan the curriculum, which was the reason ranked in the top three for all the sites. It was found that ‘National Curriculum Information Center’ and ‘High School Credit System’ are mainly being used to understand the national curriculum, when setting the direction for school curriculums. For an in-depth analysis on the use of curriculum online support systems, a monitoring group of 25 educational officers in cities and provinces and 51 elementary/middle/high school teachers (total of 76) was formed. The study suggested what menus, functions, and practices for curriculum organization and implementation need to be supplemented or added to the five websites.
{"title":"Analysis of the Online Support Systems for Curriculum Organization\u0000 and Implementation in Korea","authors":"Sung Hye Kim, Young-sun Yoon, Eun-Hee Noh, Soyeon Park","doi":"10.29221/JCE.2021.24.1.29","DOIUrl":"https://doi.org/10.29221/JCE.2021.24.1.29","url":null,"abstract":"This study examined the following five websites operated by government for public interest: ‘National Curriculum Information Center’, ‘Edunet T-clear’, ‘School Information’, ‘Student Evaluation Support Portal,’ and ‘High School Credit System’. In order to examine the use of the five curriculum online support systems, a total of 3,391 teachers (860 elementary school, 1,223 middle school, and 1,308 high school) who are the target users of the systems were surveyed. The results of the survey were as follows. First, the main means for acquiring curriculum information was through ‘online systems operated by government’, with the highest user rate at 40.8%. Second, curriculum online support systems were utilized the most in the order of ‘School Information’, ‘National Curriculum Information Center’, ‘Edunet T-clear’, ‘Student Evaluation Support Portal’, and ‘High School Credit System’. Third, the reason for using an online curriculum support system was to plan the curriculum, which was the reason ranked in the top three for all the sites. It was found that ‘National Curriculum Information Center’ and ‘High School Credit System’ are mainly being used to understand the national curriculum, when setting the direction for school curriculums. For an in-depth analysis on the use of curriculum online support systems, a monitoring group of 25 educational officers in cities and provinces and 51 elementary/middle/high school teachers (total of 76) was formed. The study suggested what menus, functions, and practices for curriculum organization and implementation need to be supplemented or added to the five websites.","PeriodicalId":198625,"journal":{"name":"Journal of Curriculum and Evaluation","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123804583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.29221/jce.2020.23.4.39
Lee Yongsang, Dongkwang Shin
Th e present stu dy attempte d to investi g ate t h e c urrent situation an d limitations o f online c lasses implemente d at t h e c olle g e level. T o t h is en d , a universit y lo c ate d in t h e Y eon g nam, H onam, an d Ch un gch eon g area w as sele c te d respe c tivel y , an d stu d ents enrolle d in t h ese universities w ere re q ueste d to c omplete a q uestionnaire. Th e q uestionnaire c onsiste d o f various items relate d to online c lasses. R esults s h o w e d t h at t h e most f re q uentl y use d t y pe o f online c lass w as as y n ch ronous vi d eo le c tures. Th e variables relate d to t h e instru c tor su ch as d i ff eren c es in c lass preparation level, abilit y to use in f ormation an d c ommuni c ation d evi c es w ere t h e most in f luential f a c tors on t h e q ualit y o f online c lass. Th e f in d in g s also reveale d t h at t h e most c riti c al reason t h at t h e parti c ipants pre f erre d online c lasses w as not d ue to t h e a d vanta g es o f online c lasses t h emselves, but it w as d ue to t h e prevention o f t h e sprea d o f in f e c tious d iseases. Th e stu d ents w ere less c on f i d ent in usin g so f t w are t h an usin g h ar dw are, an d t h e stu d ents’ satis f a c tion level o f as y n ch ronous vi d eo le c tures w as h i gh est wh ile t h e satis f a c tion level o f t h e assi g nment-oriente d le c tures w as lo w est. F inall y , t h e parti c ipants’ su gg estions f or improvin g online c lass in c lu d e d an e x pansion o f t h e online w eb server c apa c it y , instru c tors e xh ibitin g more ent h usiasm in online c lasses, an d a variet y o f tea ch in g an d learnin g c ontents. Several impli c ations c an be d ra w n f rom t h e stu dy .
本研究试图探讨在线课程在高校层面实施的现状及局限性。在该研究中，研究人员选择了一所位于日本、韩国、韩国和中国等三个地区的大学，并对这些大学的学生进行了问卷调查。该问卷由与在线课程相关的各种项目组成。我们的研究结果显示，我们使用的最频繁的问题是什么，我们使用的最频繁的问题是什么，我们使用的最频繁的问题是什么，我们使用的最频繁的问题是什么，我们使用的最频繁的问题是什么，我们使用的最频繁的问题是什么。这些变量与在线课程的教学质量有关，如在线课程准备水平、信息使用能力和沟通能力、在线课程教学质量等，是影响在线课程教学质量的最重要因素。Th e f d在g s还reveale d t h t h e大多数c riti c原因al t h t h e部分两者c ipants pre f d在线c w姑娘不是d问题t h e d vanta g es o f在线c t h emselves姑娘,但它w d问题t h e预防o f t h e sprea d o f f e c tious d疾病。Th e stu d树人w c之前少我d ent强g f t w t h是一个强g h ar dw,一个d t h e stu d树人”满意f c级奥f为y n ch ronous vi d eo le c温度w h i gh est wh ile t h e满意f c级奥f t h e assi g nment-oriente d le c温度w lo w est。f国际接轨y, t h e c ipants理想配偶的苏gg estions f或improvin g网上c陆姑娘在c d e d e x pansion o f t h e在线w eb服务器c apa c y,教师们对在线课程的热情越来越高，并且在教学和学习内容上有了各种各样的学习方式。从这项研究中可以得出几点启示。
{"title":"An Investigation of the Implementation of Online Classes in the\u0000 Untact Era Caused by the COVID-19 Pandemic","authors":"Lee Yongsang, Dongkwang Shin","doi":"10.29221/jce.2020.23.4.39","DOIUrl":"https://doi.org/10.29221/jce.2020.23.4.39","url":null,"abstract":"Th e present stu dy attempte d to investi g ate t h e c urrent situation an d limitations o f online c lasses implemente d at t h e c olle g e level. T o t h is en d , a universit y lo c ate d in t h e Y eon g nam, H onam, an d Ch un gch eon g area w as sele c te d respe c tivel y , an d stu d ents enrolle d in t h ese universities w ere re q ueste d to c omplete a q uestionnaire. Th e q uestionnaire c onsiste d o f various items relate d to online c lasses. R esults s h o w e d t h at t h e most f re q uentl y use d t y pe o f online c lass w as as y n ch ronous vi d eo le c tures. Th e variables relate d to t h e instru c tor su ch as d i ff eren c es in c lass preparation level, abilit y to use in f ormation an d c ommuni c ation d evi c es w ere t h e most in f luential f a c tors on t h e q ualit y o f online c lass. Th e f in d in g s also reveale d t h at t h e most c riti c al reason t h at t h e parti c ipants pre f erre d online c lasses w as not d ue to t h e a d vanta g es o f online c lasses t h emselves, but it w as d ue to t h e prevention o f t h e sprea d o f in f e c tious d iseases. Th e stu d ents w ere less c on f i d ent in usin g so f t w are t h an usin g h ar dw are, an d t h e stu d ents’ satis f a c tion level o f as y n ch ronous vi d eo le c tures w as h i gh est wh ile t h e satis f a c tion level o f t h e assi g nment-oriente d le c tures w as lo w est. F inall y , t h e parti c ipants’ su gg estions f or improvin g online c lass in c lu d e d an e x pansion o f t h e online w eb server c apa c it y , instru c tors e xh ibitin g more ent h usiasm in online c lasses, an d a variet y o f tea ch in g an d learnin g c ontents. Several impli c ations c an be d ra w n f rom t h e stu dy .","PeriodicalId":198625,"journal":{"name":"Journal of Curriculum and Evaluation","volume":"73 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124068677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.29221/jce.2020.23.3.129
Nan-ok Kim, Chung Park, Wonsook Sohn
The purpose of this study was to examine the relationships of pre-service teachers’ formative assessment experience and mastery goal orientation with their conceptions of assessment. Especially, the improvement conception which is regarded as a core feature of ‘Assessment for Learning(AfL)’ and the structural relationships with its antecedent variables such as formative assessment experience and mastery goal orientation were scrutinized. Structural equation modeling analysis was used to analyze data collected from a sample of elementary and secondary pre-service teachers(N = 557) from teachers’ colleges located in four districts of Korea. The results were as follows. By the latent mean analysis, the conception of assessment for learning was not significantly different across elementary and secondary pre-service teachers. Second, the structural relationships between pre-service teachers’ improvement conception and its antecedent variables were equivalent across the two groups. Thirdly, the formative feedback had a positive effect on the quality of feedback and mastery goal orientation, while it did not make any significant direct effect on the improvement conception. The effects of the three mediating variables such as the quality of feedback, use of feedback and mastery goal orientation between the formative feedback and the improvement conception were statistically significant. Finally, the educational implications for developing pre-service teachers’ positive conceptions of assessment were discussed and this paper concludes with importance of the formative assessment experience for per-service teachers’s conceptions and practice.
{"title":"Relationships of Pre-service Teachers’ Formative Assessment\u0000 Experience and Mastery Goal Orientation with their Conceptions of Assessment\u0000 for Learning(AfL)","authors":"Nan-ok Kim, Chung Park, Wonsook Sohn","doi":"10.29221/jce.2020.23.3.129","DOIUrl":"https://doi.org/10.29221/jce.2020.23.3.129","url":null,"abstract":"The purpose of this study was to examine the relationships of pre-service teachers’ formative assessment experience and mastery goal orientation with their conceptions of assessment. Especially, the improvement conception which is regarded as a core feature of ‘Assessment for Learning(AfL)’ and the structural relationships with its antecedent variables such as formative assessment experience and mastery goal orientation were scrutinized. Structural equation modeling analysis was used to analyze data collected from a sample of elementary and secondary pre-service teachers(N = 557) from teachers’ colleges located in four districts of Korea. The results were as follows. By the latent mean analysis, the conception of assessment for learning was not significantly different across elementary and secondary pre-service teachers. Second, the structural relationships between pre-service teachers’ improvement conception and its antecedent variables were equivalent across the two groups. Thirdly, the formative feedback had a positive effect on the quality of feedback and mastery goal orientation, while it did not make any significant direct effect on the improvement conception. The effects of the three mediating variables such as the quality of feedback, use of feedback and mastery goal orientation between the formative feedback and the improvement conception were statistically significant. Finally, the educational implications for developing pre-service teachers’ positive conceptions of assessment were discussed and this paper concludes with importance of the formative assessment experience for per-service teachers’s conceptions and practice.","PeriodicalId":198625,"journal":{"name":"Journal of Curriculum and Evaluation","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121396931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.29221/jce.2020.23.3.107
M. Ban
The 'Music appreciation and criticism' subject is one of high school career electives subject. The subject differs from the general elective 'music' subject in that it focuses on listening and criticizing various music that can be handled at the high school level. Nevertheless, in the various activities of music appreciation and criticism, music concepts are still important and in the critical activities involving language, music concepts are required as more important learning. The purpose of this study is to find the direction of music concept guidance in the subject of 'music appreciation and criticism'. To this end, we examined the theoretical background of applying high school musical cognition development and musical concept to teaching and based on this, we identified the essence of the 'music appreciation and criticism' teaching and what should be considered in teaching and by comparing the curriculum of 'music' subject with 'music appreciation and criticism'. Through this process, the direction of music concept guidance for 'music appreciation and criticism' was divided into the application of music concept and music concept teaching as a presentation of the contents of the curriculum. I hope this study will help guide the music concept of the 'music appreciation and criticism' subject.
{"title":"Music concept teaching direction of career electives subject 'Music\u0000 appreciation and criticism'","authors":"M. Ban","doi":"10.29221/jce.2020.23.3.107","DOIUrl":"https://doi.org/10.29221/jce.2020.23.3.107","url":null,"abstract":"The 'Music appreciation and criticism' subject is one of high school career electives subject. The subject differs from the general elective 'music' subject in that it focuses on listening and criticizing various music that can be handled at the high school level. Nevertheless, in the various activities of music appreciation and criticism, music concepts are still important and in the critical activities involving language, music concepts are required as more important learning. The purpose of this study is to find the direction of music concept guidance in the subject of 'music appreciation and criticism'. To this end, we examined the theoretical background of applying high school musical cognition development and musical concept to teaching and based on this, we identified the essence of the 'music appreciation and criticism' teaching and what should be considered in teaching and by comparing the curriculum of 'music' subject with 'music appreciation and criticism'. Through this process, the direction of music concept guidance for 'music appreciation and criticism' was divided into the application of music concept and music concept teaching as a presentation of the contents of the curriculum. I hope this study will help guide the music concept of the 'music appreciation and criticism' subject.","PeriodicalId":198625,"journal":{"name":"Journal of Curriculum and Evaluation","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126365667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.29221/jce.2020.23.2.75
Mi-Kyung Ju, Jong-Eun Moon, Soo-Yong Jung, Seung-A Cho, Ivy A. G. Estrella, Ryoonjin Song
{"title":"An explorative study about development of mathematics instructional materials for bilingual students","authors":"Mi-Kyung Ju, Jong-Eun Moon, Soo-Yong Jung, Seung-A Cho, Ivy A. G. Estrella, Ryoonjin Song","doi":"10.29221/jce.2020.23.2.75","DOIUrl":"https://doi.org/10.29221/jce.2020.23.2.75","url":null,"abstract":"","PeriodicalId":198625,"journal":{"name":"Journal of Curriculum and Evaluation","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117101528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.29221/jce.2020.23.2.203
Jae-uk Kim, Wonsook Sohn
T he main p ur p ose of this study was to validate the Korean version of the Feedback Environment Scale for Students(K-FESS). T he feedback environment is a contextual as p ect of the feedback p rocess and the feedback-oriented culture influences considerably the learner ' s acce p tance of feedback and whether they reflect this in their behavior. N evertheless, there are few research related to the effects of the feedback environment in the classroom assessment of Korea. T herefore, in this study, we utili z ed the Feedback Environment Scale for Students(Steelman et al., 2004), and validated it for use with elementary, middle, and high school students in Korea. We also investigated construct e q uivalence of this scale across the school levels. For this study, reliability analysis, confirmatory factor analysis ( C FA), correlation analysis, and multi- G rou p C FA were a pp lied to check the p sychometric p ro p erties of the K-FESS. First, the K-FESS with 23 items was acce p ted that only one item had been excluded from the original version through translation and content validation p rocedure. Second, the five-factor solution was p roduced by C FA and it exhibited good reliability and validity. T hird, the construct e q uivalence of the K-FESS across the school levels was confirmed. T his means that the K-FESS can be used as a common scale for all school levels. Fourth, the latent mean analyses revealed that the elementary school students had significantly higher feedback environment p erce p tions than those in other school levels. H owever the latent mean differences between middle and high school students were inconsistent across the subscales. Finally, im p lications for the a pp lied use of the K-FESS in Korea are discussed.
本研究的主要目的是验证韩国版的学生反馈环境量表(K-FESS)。反馈环境是反馈过程的一个上下文方面，以反馈为导向的文化对学习者对反馈的接受程度以及他们是否将其反映在他们的行为中有很大影响。然而，韩国很少有关于反馈环境在课堂评价中的作用的研究。因此，在本研究中，我们使用了学生反馈环境量表(Steelman et al.， 2004)，并对韩国的小学、初中和高中学生进行了验证。我们还调查了该量表在各个学校水平上的建构性。本研究采用信度分析、验证性因子分析(C FA)、相关分析和多G组C FA检验K-FESS的p对称性。首先，对包含23个题目的K-FESS进行检索，经过翻译和内容验证，只有1个题目被排除在原版本中。其次，用C - FA法得到了五因子解，具有良好的信度和效度。第三，在学校层面上验证了K-FESS的构效性。这意味着K-FESS可以作为所有学校级别的通用量表。第四，潜均值分析显示，小学生的反馈环境满意度显著高于其他学校水平。然而，初中生和高中生之间的潜在平均差异在各分量表上并不一致。最后，讨论了K-FESS在韩国的应用前景。
{"title":"Validation of the Korean version of Feedback Environment Scale for\u0000 Students(K-FESS)","authors":"Jae-uk Kim, Wonsook Sohn","doi":"10.29221/jce.2020.23.2.203","DOIUrl":"https://doi.org/10.29221/jce.2020.23.2.203","url":null,"abstract":"T he main p ur p ose of this study was to validate the Korean version of the Feedback Environment Scale for Students(K-FESS). T he feedback environment is a contextual as p ect of the feedback p rocess and the feedback-oriented culture influences considerably the learner ' s acce p tance of feedback and whether they reflect this in their behavior. N evertheless, there are few research related to the effects of the feedback environment in the classroom assessment of Korea. T herefore, in this study, we utili z ed the Feedback Environment Scale for Students(Steelman et al., 2004), and validated it for use with elementary, middle, and high school students in Korea. We also investigated construct e q uivalence of this scale across the school levels. For this study, reliability analysis, confirmatory factor analysis ( C FA), correlation analysis, and multi- G rou p C FA were a pp lied to check the p sychometric p ro p erties of the K-FESS. First, the K-FESS with 23 items was acce p ted that only one item had been excluded from the original version through translation and content validation p rocedure. Second, the five-factor solution was p roduced by C FA and it exhibited good reliability and validity. T hird, the construct e q uivalence of the K-FESS across the school levels was confirmed. T his means that the K-FESS can be used as a common scale for all school levels. Fourth, the latent mean analyses revealed that the elementary school students had significantly higher feedback environment p erce p tions than those in other school levels. H owever the latent mean differences between middle and high school students were inconsistent across the subscales. Finally, im p lications for the a pp lied use of the K-FESS in Korea are discussed.","PeriodicalId":198625,"journal":{"name":"Journal of Curriculum and Evaluation","volume":"656 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123976957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.29221/jce.2020.23.2.275
Kwangsang Lee
The p ur p ose of this study is to extract im p lications related to teaching and learning through the analysis of academic achievement characteristics in high school mathematics a pp lied to the 2009 revised curriculum in the NAEA . To this end , we analyzed the achievement standard mastery p resented in the curriculum by achievement level by analyzing the NAEA items of high school from 2015 to 2018 according to the 2009 revised curriculum . As a result of the analysis , it was found that ‘ Basic level ’ student in the achievement standards for equations , inequalities , equations of equations , functions , ex p onents and logarithmic domains was unskilled . In p articular , in the case of the function area , there is no achievement standard that students of ‘ Proficient level ’ have mastered , so it is necessary to review the a pp ro p riateness of the achievement standard in the function area and the learning elements and hierarchies . In addition , ‘ Proficient level ’ a pp ear to have difficulties in the case of questions that combine several learning elements with more or less com p lexity , so im p rovement of teaching and learning are required . The analysis related to the academic achievement characteristics of high school mathematics in the 2009 revised curriculum is ex p ected to p rovide im p ortant im p lications for the future revision of the curriculum and the teaching and learning method of high school mathematics in the current curriculum .
{"title":"Analysis of High School Students’ Mathematics Academic Achievement\u0000 Characteristic Appeared in the 2015-2018 National Assessment of Educational\u0000 Achievement","authors":"Kwangsang Lee","doi":"10.29221/jce.2020.23.2.275","DOIUrl":"https://doi.org/10.29221/jce.2020.23.2.275","url":null,"abstract":"The p ur p ose of this study is to extract im p lications related to teaching and learning through the analysis of academic achievement characteristics in high school mathematics a pp lied to the 2009 revised curriculum in the NAEA . To this end , we analyzed the achievement standard mastery p resented in the curriculum by achievement level by analyzing the NAEA items of high school from 2015 to 2018 according to the 2009 revised curriculum . As a result of the analysis , it was found that ‘ Basic level ’ student in the achievement standards for equations , inequalities , equations of equations , functions , ex p onents and logarithmic domains was unskilled . In p articular , in the case of the function area , there is no achievement standard that students of ‘ Proficient level ’ have mastered , so it is necessary to review the a pp ro p riateness of the achievement standard in the function area and the learning elements and hierarchies . In addition , ‘ Proficient level ’ a pp ear to have difficulties in the case of questions that combine several learning elements with more or less com p lexity , so im p rovement of teaching and learning are required . The analysis related to the academic achievement characteristics of high school mathematics in the 2009 revised curriculum is ex p ected to p rovide im p ortant im p lications for the future revision of the curriculum and the teaching and learning method of high school mathematics in the current curriculum .","PeriodicalId":198625,"journal":{"name":"Journal of Curriculum and Evaluation","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128940976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.29221/jce.2020.23.2.51
D. Seo, Sun Hee Kim
우수한 수학자를 많이 배출하고 있는 프랑스는 수학에 대한 오랜 역사적 전통을 가진 국가임에도 불구하고 우리나라에 그리 소개되지 않은 편이다. 이에 본 연구는 프랑스의 중등학교 수학 내용을 우리나라 교육과정과 비교하고 바칼로레아 수학 문항과 채점 체제를 소개하였다. 프랑스의 중, 고등학교 내용은 우리나라 초등학교 수준의 내용이 많았는데 이는 우리나라에서 프랑스보다 개념 도입이 이른 것을 나타낸다. 하지만 프랑스 고등학교 내용은 우리나라보다 수준 높은 내용이 상당수 포함되어 있어서 고등학교 졸업 시기에는 프랑스 학생들이 우리나라보다 더 높은 수학적 수준을 갖출 수 있다. 서술형 문항으로 알려진 바칼로레아 문항은 하나의 맥락에 여러 개의 하위 문항이 있어 학생들이 사고를 연결하여 문제해결 과정을 경험할 수 있게 되어 있었지만 채점 체제가 완벽하지는 않아 신뢰도보다 타당도에 무게를 두고 시행하고 있음을 알 수 있다.
{"title":"Comparing the secondary mathematics content between France and\u0000 Korea and analyzing the Baccalaureate system","authors":"D. Seo, Sun Hee Kim","doi":"10.29221/jce.2020.23.2.51","DOIUrl":"https://doi.org/10.29221/jce.2020.23.2.51","url":null,"abstract":"우수한 수학자를 많이 배출하고 있는 프랑스는 수학에 대한 오랜 역사적 전통을 가진 국가임에도 불구하고 우리나라에 그리 소개되지 않은 편이다. 이에 본 연구는 프랑스의 중등학교 수학 내용을 우리나라 교육과정과 비교하고 바칼로레아 수학 문항과 채점 체제를 소개하였다. 프랑스의 중, 고등학교 내용은 우리나라 초등학교 수준의 내용이 많았는데 이는 우리나라에서 프랑스보다 개념 도입이 이른 것을 나타낸다. 하지만 프랑스 고등학교 내용은 우리나라보다 수준 높은 내용이 상당수 포함되어 있어서 고등학교 졸업 시기에는 프랑스 학생들이 우리나라보다 더 높은 수학적 수준을 갖출 수 있다. 서술형 문항으로 알려진 바칼로레아 문항은 하나의 맥락에 여러 개의 하위 문항이 있어 학생들이 사고를 연결하여 문제해결 과정을 경험할 수 있게 되어 있었지만 채점 체제가 완벽하지는 않아 신뢰도보다 타당도에 무게를 두고 시행하고 있음을 알 수 있다.","PeriodicalId":198625,"journal":{"name":"Journal of Curriculum and Evaluation","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124996862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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