Impact of Korean Students' Individual Learning Time on Math Performance: Differential Effect of Teachers' Assessment Competency

Autor/inn/en	Byeon, Sangmin; Kim, Nayoung
Titel	Impact of Korean Students' Individual Learning Time on Math Performance: Differential Effect of Teachers' Assessment Competency
Quelle	In: Asia Pacific Education Review, 21 (2020) 4, S.601-613 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Nayoung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-020-09643-z
Schlagwörter	Foreign Countries; Student Evaluation; Feedback (Response); Teacher Influence; Teacher Competencies; Formative Evaluation; Homework; Mathematics Achievement; Mathematics Instruction; Time Factors (Learning); Middle School Students; Middle School Teachers; South Korea + Suchen Sie Ihr Suchwort? Ausland; Schulnote; Studentische Bewertung; Lehrkunst; Hausaufgabe; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Korea; Republik
Abstract	As the 2015 revised national curriculum is being implementing in Korea, a teacher's assessment competency has become a point of focus for the potential enhancement of students' self-directed learning. Relevantly, a teacher's competency in student assessment is correlated to his/her individual feedback practices. Although students' self-directed learning affects academic performance and may vary based on their teachers' assessment competency, few studies have investigated the effect of a teacher's assessment competency, specially feedback practices, on student outcomes. Therefore, this study aims to empirically investigate the differential effect of a teacher's assessment competency, particularly focusing on feedback practices (i.e., formative assessment feedback, homework feedback), on Korean students' individual learning times and math achievements. For the analysis, a 3-level hierarchical linear modeling (HLM) is employed using data of middle school students (N = 2942) and math teachers (N = 426) in 207 middle schools of the Gyeonggi Education Panel Study (GEPS). The study revealed that a teacher's formative assessment feedback has a positive differential effect on math performance when controlling for student-, teacher-, and school-level covariates. In addition, the effect of individual learning time on math achievement was significantly dependent on teachers' homework feedback. The study provides newfound empirical evidence that teacher feedback plays a pivotal role in promoting a student's self-directed learning and academic achievement. Based on these findings, the implications of improving a teacher's assessment competency are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01