Pub Date : 2021-11-01DOI: 10.29221/jce.2021.24.4.175
In-Hee Choi, Juah Kim, Kyoungho Park, Hai-Jeong Ahn, Heekyung K. Kwon
{"title":"Exploration for Scenario-based evaluation methods on social and\u0000 emotional competencies: Focusing on ‘generosity towards\u0000 others’","authors":"In-Hee Choi, Juah Kim, Kyoungho Park, Hai-Jeong Ahn, Heekyung K. Kwon","doi":"10.29221/jce.2021.24.4.175","DOIUrl":"https://doi.org/10.29221/jce.2021.24.4.175","url":null,"abstract":"","PeriodicalId":198625,"journal":{"name":"Journal of Curriculum and Evaluation","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130681219","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 : 2021-11-01DOI: 10.29221/jce.2021.24.4.31
Myung-Hee Park
{"title":"Operational Status and Improvement of Joint Curriculum-Focusing on\u0000 the Hight Schools in Daegu","authors":"Myung-Hee Park","doi":"10.29221/jce.2021.24.4.31","DOIUrl":"https://doi.org/10.29221/jce.2021.24.4.31","url":null,"abstract":"","PeriodicalId":198625,"journal":{"name":"Journal of Curriculum and Evaluation","volume":"351 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121621080","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 : 2021-11-01DOI: 10.29221/jce.2021.24.4.223
Kang-Ju Park, Yongsang Lee, Dongkwang Shin
{"title":"Exploring the Feasibility of an Automated Essay Scoring Model Based\u0000 on LSTM","authors":"Kang-Ju Park, Yongsang Lee, Dongkwang Shin","doi":"10.29221/jce.2021.24.4.223","DOIUrl":"https://doi.org/10.29221/jce.2021.24.4.223","url":null,"abstract":"","PeriodicalId":198625,"journal":{"name":"Journal of Curriculum and Evaluation","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114687026","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 : 2021-11-01DOI: 10.29221/jce.2021.24.4.269
Minae Park, Wonsook Sohn
{"title":"Differential effects of formative feedback on math achievement and\u0000 their predictors: Application of regression mixture analysis","authors":"Minae Park, Wonsook Sohn","doi":"10.29221/jce.2021.24.4.269","DOIUrl":"https://doi.org/10.29221/jce.2021.24.4.269","url":null,"abstract":"","PeriodicalId":198625,"journal":{"name":"Journal of Curriculum and Evaluation","volume":"170 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115726548","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 : 2021-08-01DOI: 10.29221/jce.2021.24.3.27
Kyunghee Kim, Myung-Jin Lee
{"title":"Improving Instruction and Assessment using Feedback and Guidelines\u0000 on the Restricted and Extended Essay Assessment","authors":"Kyunghee Kim, Myung-Jin Lee","doi":"10.29221/jce.2021.24.3.27","DOIUrl":"https://doi.org/10.29221/jce.2021.24.3.27","url":null,"abstract":"","PeriodicalId":198625,"journal":{"name":"Journal of Curriculum and Evaluation","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115088471","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 : 2021-08-01DOI: 10.29221/jce.2021.24.3.1
Young-Eun Kim, Hyung-mi Joo
As the high school credit system is planned to be introduced to high schools nationwide in 2022, the related regulations and policies are being actively discussed and prepared. The high school credit system brings about many changes in terms of completion of the curriculum, evaluation, and graduation system, which are related to each other. In relation to graduation system, the review about the total number of days attended, the total number of graduation credits, the number of credits required for each subject, and the required course completion, graduation period is currently underway. The current high school graduation regulations are based on meeting the number of attendance days, so if you specify graduation only by attendance without considering credits or cumulative credits in the subject, you will not meet the basic concepts of the high school credit system. Therefore, in this paper, to draw out the implications and policy suggestions for the graduation system to be prepared when introducing the high school credit system, the author examined the research on the graduation requirements and graduation system in Korea in the current system, and then explored the graduation system of overseas countries. The graduation requirements in the United States, Canada, Finland, Germany, and Australia were extensively analyzed and explored. Many articles such as graduation components, attendance days, minimum or total credits, graduation exams, the level of administration, required course credits, grade level completion, and creativity creative experiential activity, should be specified in relevant laws or the national curriculum when establishing graduation requirements.
{"title":"Exploration of graduation requirements in countries with high\u0000 school credit systems","authors":"Young-Eun Kim, Hyung-mi Joo","doi":"10.29221/jce.2021.24.3.1","DOIUrl":"https://doi.org/10.29221/jce.2021.24.3.1","url":null,"abstract":"As the high school credit system is planned to be introduced to high schools nationwide in 2022, the related regulations and policies are being actively discussed and prepared. The high school credit system brings about many changes in terms of completion of the curriculum, evaluation, and graduation system, which are related to each other. In relation to graduation system, the review about the total number of days attended, the total number of graduation credits, the number of credits required for each subject, and the required course completion, graduation period is currently underway. The current high school graduation regulations are based on meeting the number of attendance days, so if you specify graduation only by attendance without considering credits or cumulative credits in the subject, you will not meet the basic concepts of the high school credit system. Therefore, in this paper, to draw out the implications and policy suggestions for the graduation system to be prepared when introducing the high school credit system, the author examined the research on the graduation requirements and graduation system in Korea in the current system, and then explored the graduation system of overseas countries. The graduation requirements in the United States, Canada, Finland, Germany, and Australia were extensively analyzed and explored. Many articles such as graduation components, attendance days, minimum or total credits, graduation exams, the level of administration, required course credits, grade level completion, and creativity creative experiential activity, should be specified in relevant laws or the national curriculum when establishing graduation requirements.","PeriodicalId":198625,"journal":{"name":"Journal of Curriculum and Evaluation","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125464221","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 : 2021-05-01DOI: 10.29221/JCE.2021.24.2.27
Hyungypo Moon, Seo young Rhee
The purpose of this study is to identify problems with the arrangement of ‘family’ in the elementary social studies curriculum, and then seek ways to solve them. To this end, the results of analyzing the curriculum by the principles of curriculum composition, such as sequence, integration, and learner adequacy are as follows. The‘family’ has secured sequence and continuity, however, the content elements did not have a meaningful sequence. It was not integrated not only between subjects but also within social studies. As a result of the questionnaire survey analysis, there is no difference in the degree of understanding of learners who learned family in social studies and learners who learned family in integrated curriculum. It did not conform to the principle of learner adequacy. In this study, we propose as follows. First, differentiate the ‘family’ content in social studies from other subjects. Second, arrange the timing and contents appropriately to enable integration between subjects. Third, the contents of ‘family’ are distributed through integration within the curriculum, do not organize it as a unit.
{"title":"A Study on the Reconstruction of ‘Family’ in Elementary Social\u0000 Studies Curriculum Based on the Principles of Curriculum\u0000 Construction","authors":"Hyungypo Moon, Seo young Rhee","doi":"10.29221/JCE.2021.24.2.27","DOIUrl":"https://doi.org/10.29221/JCE.2021.24.2.27","url":null,"abstract":"The purpose of this study is to identify problems with the arrangement of ‘family’ in the elementary social studies curriculum, and then seek ways to solve them. To this end, the results of analyzing the curriculum by the principles of curriculum composition, such as sequence, integration, and learner adequacy are as follows. The‘family’ has secured sequence and continuity, however, the content elements did not have a meaningful sequence. It was not integrated not only between subjects but also within social studies. As a result of the questionnaire survey analysis, there is no difference in the degree of understanding of learners who learned family in social studies and learners who learned family in integrated curriculum. It did not conform to the principle of learner adequacy. In this study, we propose as follows. First, differentiate the ‘family’ content in social studies from other subjects. Second, arrange the timing and contents appropriately to enable integration between subjects. Third, the contents of ‘family’ are distributed through integration within the curriculum, do not organize it as a unit.","PeriodicalId":198625,"journal":{"name":"Journal of Curriculum and Evaluation","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129159671","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 : 2021-05-01DOI: 10.29221/JCE.2021.24.2.147
Hyunil Park, Eun Jeong Lee, Yu-jin Baek
The purpose of this study is to identify the condition of non-face-to-face writing assessment and to analyze the problems faced by Korea language teachers to propose an effective non-face-to-face writing assessment method. To this end, 133 Korea language teachers were surveyed on the condition of writing assessment in 2020. The results are as follows. First, Korea language teachers who conducted only face-to-face assessment changed writing assessment task or assessment criteria in consideration of the decrease in the number of face-to-face classes. In particular, in terms of writing assessment tasks, changes such as ‘changing from collaborative writing to individual writing, lowering the level of difficulty in subjects, and reducing the amount of writing’ were notable. Second, Korea language teachers who conducted non-face-to-face assessment performed writing assessment mainly by using non-real-time online platforms or by submitting personal tasks rather than real-time non-face-to-face assessment. This suggests that results-oriented writing assessments were conducted rather than the performance process assessment, and that personalized feedback may not have been faithfully provided. Third, some Korea language teachers who conducted face-to-face assessment did not change their writing assessment task or assessment criteria because of the education authorities’ guidelines to avoid reflecting non-face-to-face writing assessments. And some Korea language teachers who conducted non-face-to-face assessment did not change their writing assessment task or assessment criteria because they performed writing assessment that did not differ from face-to-face assessment using real-time media. Based on these results, we proposed ways to implement effective non-face-to-face write assessment.
{"title":"Study on the Conditions of Writing Assessment in COVID-19\u0000 Era","authors":"Hyunil Park, Eun Jeong Lee, Yu-jin Baek","doi":"10.29221/JCE.2021.24.2.147","DOIUrl":"https://doi.org/10.29221/JCE.2021.24.2.147","url":null,"abstract":"The purpose of this study is to identify the condition of non-face-to-face writing assessment and to analyze the problems faced by Korea language teachers to propose an effective non-face-to-face writing assessment method. To this end, 133 Korea language teachers were surveyed on the condition of writing assessment in 2020. The results are as follows. First, Korea language teachers who conducted only face-to-face assessment changed writing assessment task or assessment criteria in consideration of the decrease in the number of face-to-face classes. In particular, in terms of writing assessment tasks, changes such as ‘changing from collaborative writing to individual writing, lowering the level of difficulty in subjects, and reducing the amount of writing’ were notable. Second, Korea language teachers who conducted non-face-to-face assessment performed writing assessment mainly by using non-real-time online platforms or by submitting personal tasks rather than real-time non-face-to-face assessment. This suggests that results-oriented writing assessments were conducted rather than the performance process assessment, and that personalized feedback may not have been faithfully provided. Third, some Korea language teachers who conducted face-to-face assessment did not change their writing assessment task or assessment criteria because of the education authorities’ guidelines to avoid reflecting non-face-to-face writing assessments. And some Korea language teachers who conducted non-face-to-face assessment did not change their writing assessment task or assessment criteria because they performed writing assessment that did not differ from face-to-face assessment using real-time media. Based on these results, we proposed ways to implement effective non-face-to-face write assessment.","PeriodicalId":198625,"journal":{"name":"Journal of Curriculum and Evaluation","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116730289","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 : 2021-05-01DOI: 10.29221/JCE.2021.24.2.177
Heekyoung Kim, Hyekyung Jung
This study explored an approach to enhance the function of educational assessment results as educational feedback information so that educational policy makers and teachers have more accessibility with the assessment results based on the cognitive diagnosis model (CDM). Using secondary data of the National Assessment of Educational Achievement (NAEA), the latent profile analysis was applied based on the estimated probabilities of mastery in eight detailed learning areas of science subject, and as a result, five latent groups were derived. In detail, latent group 1 showed excellent achievement in all eight areas. Latent group 2 was named as ‘a group needed to cultivate scientific communication’ due to their lack of understanding in the detailed learning area 8 (Making argument based on evidence). Latent group 3 was named as ‘a group needed to cultivate scientific thinking’, because this group particularly needs to foster scientific thinking skills, such as ‘explaining phenomena related to scientific inquiry and problem solving.’ Latent group 4 showed relatively high capacity in ‘general data analysis and interpretation’ while had low ability in ‘scientific knowledge and understanding.’ The last latent group showed the low performance level on all eight detailed learning areas. Given the cross-tabulation with the latent group membership and achievemnet levels of NAEA, It was found that more detailed and useful achievement characteristics information could be grasped through the potential group classification, particularly for students in ‘intermediate’ or ‘basic’ achievement levels in NAEA.
{"title":"Characterizing the Academic Achievement of Middle School Students\u0000 in Science Subject based on Latent Profile Analysis","authors":"Heekyoung Kim, Hyekyung Jung","doi":"10.29221/JCE.2021.24.2.177","DOIUrl":"https://doi.org/10.29221/JCE.2021.24.2.177","url":null,"abstract":"This study explored an approach to enhance the function of educational assessment results as educational feedback information so that educational policy makers and teachers have more accessibility with the assessment results based on the cognitive diagnosis model (CDM). Using secondary data of the National Assessment of Educational Achievement (NAEA), the latent profile analysis was applied based on the estimated probabilities of mastery in eight detailed learning areas of science subject, and as a result, five latent groups were derived. In detail, latent group 1 showed excellent achievement in all eight areas. Latent group 2 was named as ‘a group needed to cultivate scientific communication’ due to their lack of understanding in the detailed learning area 8 (Making argument based on evidence). Latent group 3 was named as ‘a group needed to cultivate scientific thinking’, because this group particularly needs to foster scientific thinking skills, such as ‘explaining phenomena related to scientific inquiry and problem solving.’ Latent group 4 showed relatively high capacity in ‘general data analysis and interpretation’ while had low ability in ‘scientific knowledge and understanding.’ The last latent group showed the low performance level on all eight detailed learning areas. Given the cross-tabulation with the latent group membership and achievemnet levels of NAEA, It was found that more detailed and useful achievement characteristics information could be grasped through the potential group classification, particularly for students in ‘intermediate’ or ‘basic’ achievement levels in NAEA.","PeriodicalId":198625,"journal":{"name":"Journal of Curriculum and Evaluation","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117237816","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}
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