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The purpose of this study is to demonstrate that performance assessment increases educational value in teachinglearning activities
using a quasi-experimental research design. In this research, the three measurement criteria of educational value are suggested
as ‘improvement & advancement,’ ‘sincerity & enthusiasm,’ and ‘individuality & wholeness.’ A pre-test was administered to
4 classes (156 students) in 7th grade. Classes were divided into an experimental group (2 classes, 79 students) and a control
group (2 classes, 77 students), according to the pre-test results. Only the experimental group was involved in the performance
assessment for 9 weeks. The results of this study show that performance assessment has a positive effect on the educational
value of teaching-learning activities in schools. 相似文献
2.
The purpose of this study is to analyze the effects of student and course characteristics on student satisfaction in courses
by using a two-level hierarchical linear model (HLM). Based on literature reviews, 13 research variables (1 student gender,
2 student academic year, 3 student major, 4 student reason for taking the course, 5 student level of course participation,
6 student expected grade, 7 student achieved grade, 8 faculty gender, 9 faculty age, 10 faculty status, 11 academic field
of the course, 12 class size, and 13 course type) were selected and specified as fixed effects in the analysis model. Data
were 57,216 ratings of 1,481 undergraduate liberal arts courses at Seoul National University in 2006. The result of unconditional
model analysis revealed that student characteristics’ effects on student satisfaction in courses (within-course effects, 88.1%)
were much larger than course characteristics’ effects (between-courses effects, 11.9%). The result of conditional model analysis
specifying student and course level predictors revealed that those 12 research variables, with the exception of student gender,
had statistically significant effects on student satisfaction in courses. The explained variance was 22.0% in student level,
65.8% in course level, and 27.2% of the total variance.
An earlier version of this paper was presented at the 8th International Conference on Education Research, Seoul National University, Seoul, Korea, October 23–25, 2007. 相似文献
3.
The purpose of this study is to demonstrate that dynamic assessment based instruction increases children’s learning by using
a quasi-experimental research design in Korea. In this study, dynamic assessment is defined as a measurement method of the
zone of proximal development (ZPD) as well as the qualitative and quantitative diagnostic information for individual children.
In addition, dynamic assessment based instruction is defined as a teaching method using the diagnostic information types in
order to increase children’s learning. In this study, 59 children between the ages of 4 and 5 participated. Three types of
number concept achievement tests (pre-test, parallel test, and post-test) for each age group were developed and the content
validity, face validity, and split-half reliability were examined. After conducting the pre-test, the children of each age
group were divided into an experimental group and a control group. Dynamic assessment based instruction regarding number concepts
was undertaken only with the experimental group for 4 weeks. Both groups took a post-test after completing the 4 weeks of
classes. The ANCOVA technique wa ls used for data analysis. The result of this study shows that dynamic assessment based instruction
has a significant effect on children’s learning of number concepts (in the case of 4-year-old children, F = 12.34, p<0.01;
5-year-old children, F = 20.03, P<0.01). Therefore, dynamic assessment based instruction should be used widely for children’s
cognitive learning. 相似文献
4.
The classroom has long been recognized as a critical milieu for students ’ educational achievement. The purpose of this study
was to investigate the relationship between students ’ perceptions of classroom environment and their academic achievement
in Korea. For this study, the Classroom Environment Scale (CES), developed by Moos and Trickett (1987), was revised and translated
into Korean. The Korean Classroom Environment Scale (KCES), consisting of nine subscales, was used to measure the psychosocial
characteristics of the classroom environment. The data was collected from May to June 2001 from a sample of 1,012 students
in 10th and 11th grades at the same school district in Seoul, Korea. The results of ANOVA analysis of the data revealed that
there were statistically significant differences in classroom environments according to students ’ school and classroom organizations.
Additionally, the results of Pearson ’s simple correlation coefficient analysis showed that the seven subscales in the KCES
(i.e., involvement, affiliation, competition, task orientation, order and organization, rule clarity, and teacher control)
had a significant correlation with students ’ academic achievement. Furthermore, the results of multiple regression analysis
revealed that the multiple correlation (R) between the KCES 9 subscales and students ’ academic achievement was 0.27. Based
on these results, it was claimed that classroom environment was a good predictor of students ’ academic achievement. 相似文献
5.
The purpose of this study is to evaluate the educational value of teaching practicum in secondary schools. For this purpose,
on the basis of literature review and interviews, three evaluation criteria for measuring educational value of teaching practicum
are constructed as follows: (1) practical teaching competence, (2) readiness for teacher, and (3) maturity in character. A
total of 29 pre-service teachers in the College of Education at Seoul National University in South Korea participated voluntarily
in this study, and their practical teaching competence, readiness for teacher, and maturity in character were measured twice
before and after teaching practicum. As a result, the teaching practicum had significantly improved pre-service teachers’
practical teaching competence, readiness for teacher, and maturity in character. In other words, teaching practicum increases
the educational value. This study provides a conceptual framework and three instruments for measuring the educational value
of many other teaching practicums.
An earlier version of this paper was presented at the 8th International Conference on Education Research, Seoul National University,
Seoul, Korea, October 23–25, 2007. 相似文献
6.
Sun-Geun Baek 《Educational Psychology Review》1994,6(4):373-389
The purpose of this review is to examine views about learning and the learner grounded in cognitive psychology and to discuss their implications for educational testing. The new perspectives about learning and the learner suggested by cognitive psychology imply changes in educational testing. The first part of this paper compares perspectives about learning and the learner in cognitive psychology with traditional perspectives. The second part describes its implications for educational testing. The goals of educational testing should be the improvement of learning and instruction, achieving these goals in the real society, and a symbiotic relationship between cognitive psychologists and traditionalists in educational testing. 相似文献
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Asia Pacific Education Review - This study analyzed the longitudinal relationships between undergraduate students’ competencies and educational satisfaction according to academic disciplines.... 相似文献
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In this study, repeated measures item response data from an English language proficiency (ELP) test administered over 2?years were analyzed by item response theory-based approaches to model change over time. First, change over time was modeled by an item side change approach where change was parameterized at the item level. Second, more importantly, this study introduced and demonstrated an application of an interaction model for change, which overcomes a limitation of the item side change approach by allowing interaction effects between persons and item side change parameters. The results showed that student changes in the ELP data used in this study should be modeled for the three sub-content areas and that modeling interaction for change was necessary. 相似文献
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