Alternative Mathematics Assessment: A Case Study of the Development of Descriptive Problems for Elementary School in Korea

Autor/inn/en	Kim, Min Kyeong; Noh, Sunsook
Titel	Alternative Mathematics Assessment: A Case Study of the Development of Descriptive Problems for Elementary School in Korea
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 6 (2010) 3, S.173-186 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	International Schools; Student Evaluation; Alternative Assessment; Problem Solving; Program Effectiveness; Grading; Foreign Countries; Grade 2; Methods; Teachers; Mathematics Education; Grade 4; Grade 6; Data Analysis; Scoring Rubrics; Elementary Schools; South Korea + Suchen Sie Ihr Suchwort? International school; Internationale Schule; Schulnote; Studentische Bewertung; Problemlösen; Notengebung; Ausland; School year 02; 2. Schuljahr; Schuljahr 02; Method; Methode; Lehrer; Lehrerin; Lehrende; Mathematische Bildung; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Auswertung; Scoring formulas; Auswertungsbogen; Elementary school; Grundschule; Volksschule; Korea; Republik
Abstract	A focus on mathematical understanding and problem solving in math education has developed a need to implement alternate ways of testing to better assess the students' understanding and problem solving skills. The seventh national school curriculum (MOE, 1997) for mathematics in Korea was revised to the current curriculum (MOEHRD, 2007) to emphasize alternative assessment methods and particularly the descriptive assessment method. However, the implementation process has been slow due to the lack of support to help teachers to prepare, develop and grade the new descriptive problems. In order to help teachers implement the new assessment framework, we carried out a study with students of grade 2, 4 and 6 to test and refine a framework for developing and grading descriptive problems. Analysis and comparison of the data showed that the grading rubric based assessment of the descriptive problems revealed useful information about the quality of problems and the level of understanding of the students. The study showed that a structured approach to descriptive problem assessment can be a powerful tool for improving math education in the elementary school. (Contains 6 tables and 2 figures.) (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10