The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Secondary mathematics teachers' perceptions on assessment

중등학교 수학교사의 평가에 대한 인식 조사

  • Received : 2020.10.06
  • Accepted : 2020.11.10
  • Published : 2020.11.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study aimed to investigate and compare perceptions of middle and high school mathematics teachers on assessment. For the purpose, we developed and used a survey consisting of two parts(importance/performance on assessment and general opinion on process-based assessment). We gathered data from 188 middle school and 125 high school mathematics teachers in Incheon area. An Importance-Performance Analysis(IPA) method was used for data analysis. As results, middle school mathematics teachers showed higher perception on both importance and performance in almost all area on assessment than high school teachers. In addition, research results based on teaching experience indicated that mathematics teachers having more teaching experience seemed to perceive high importance-high performance and low importance-low performance tasks more than mathematics teachers having less experience. In particular, middle school teachers recognized many low importance-high performance tasks according to their teaching experience. The IPA gave us different results depending on the school size. The larger the school, the more diverse opinions appeared tasks in low importance-high performance. From the general opinion on process-based assessment, the middle school mathematics teachers also seemed to have more positive perspectives and to be more active in assessment than high school mathematics teachers. Finally, we discuss implications for future policy formulation and implementation on process-based assessment.

본 연구는 중등학교 수학교사의 평가에 대한 인식을 조사하고 비교하기 위하여 진행되었다. 이를 위해 인천지역에 근무하는 중학교 188명, 고등학교 125명의 수학교사로부터 평가에 관한 6가지 영역과 과정 중심 평가에 대한 일반적인 인식에 대하여 설문조사를 실시하였다. 연구 자료는 중요도-수행도 분석기법(IPA)을 사용하여 학교급별, 경력별, 학교규모별로 비교 분석하였다. 주요 연구 결과로 대부분의 영역에서 중학교 수학교사들이 고등학교에 비해 중요도와 수행도 모두 높게 나타났다. 경력별로는 경력이 높을수록 높은 중요도-높은 수행도, 낮은 중요도-낮은 수행도가 많이 나타나고. 학교규모가 클수록 낮은 중요도-높은 수행도에 다양한 의견이 나타났다.

Keywords

References

  1. Ahn, S. (2018). Characteristics of R&D demonstration projects and suggestions for improvement through IPA analysis. KISTEP Issue Weekly, KISTEP 2018-26(24).
  2. Ban, J. C., Kim, S., Park, C., & Kim, H. K. (2018). Teachers' perceptions on the teacher by teacher process fortified assesment policy. The Journal of Curriculum and Evaluation, 21(3), 105-130. https://doi.org/10.29221/jce.2018.21.3.105
  3. Choi, S. H., Lee, D. G. & Kim, D. J. (2017). Teacher-friendly Education for Process-focused Assessment and Teacher Cognition. Korean Journal of Teacher Education, 33(2), 1-23.
  4. Chung, S. K., Lee, K. H., Yoo, Y. J., Shin, B. M., Park, M. M. & Han, S. Y. (2012). A survey of teachers' perspectives on process-focused assessment in school mathematics. Journal of Educational Research in Mathematics, 2(3), 401-427.
  5. Hong, S. H., Chang, I. S. & Kim. T. S. (2017). Elementary School Teachers' Recognition of Process-Centered Evaluation Using Consensual Qualitative Research (CQR). The Journal of Curriculum Studies, 35(4), 47-69.
  6. Hwang, Y. H. & Kim, S. H. (2018). The Recognition and Needs of Mathematics Teachers for Instruction and Assessment to Enhance Mathematical Competency. Journal of Educational Research in Mathematics, 28(4), 651-669. https://doi.org/10.29275/jerm.2018.11.28.4.651
  7. Jeon, K. (2016). Direction and tasks of process fortified assesment policy. Korean Educational Development Institute Issue Paper, CP2016-02-4.
  8. Jeon, Y. J. & Lee, J. H. (2019). Process-Focused Assessment for Mathematical Subject Competency in Elementary Mathematics Classroom. Journal of the Korean School Mathematics Society, 22(3), 199-219. https://doi.org/10.30807/ksms.2019.22.3.002
  9. Kang, D. I. & Jung, C. G. (2018). What is process-based assessment? Seoul: Eduniety.
  10. Kang, H. Y., Ko, E. S., Lee, D. H., Lee, H. Y., Tak, B.J., Cho, J. W., & Kim, S. H. (2018). A Study on Professional Development Program for Mathematics Teachers about Process-Focused Assessment. Journal of Educational Research in Mathematics, 28(3), 321-343. https://doi.org/10.29275/jerm.2018.08.28.3.321
  11. KICE (2016). How do you implement performance assessment related to lessons (ORM2016-9).
  12. KICE (2017). How do you implement performance assesment focusing on process?. KICE ORM 2017-19-2.
  13. Kim, Y. K. (2017). Action Research on Math Competencies-oriented Assessment of Integrated Instruction. Journal of Elementary Mathematics Education in Korea, 21(1), 93-13.
  14. Kim, J. M. (2018). The Concept and Educational Implication of Process-focused Assessment. Journal of Learner-Centered Curriculum and Instruction, 18(20), 839-859.
  15. Lee, K. H., Kang, H. Y., Ko, E. S., Lee, D. H., Shin, B. M., Lee, H. C. & Kim, S. H., (2016). Exploration of the direction for the practice of process-focused assessment, Journal of Educational Research in Mathematics, 26(4), 819-834.
  16. Ministry of Education, Science and Technology & Kofac (2012). A study on process-focused assessment in school mathematics, MOE 2012-1.
  17. Ministry of Education, Science and Technology, & Kofac (2017). Professional development program for mathematics teacher about progressive assessment, MOE BD1802002.
  18. Ministry of Education & KICE (2018). Investigation of the Application of 2015 Revised National Curriculum(Middle & High school) - Focused on the diversification of Instruction and Learning Methods, MOE 2018-21.
  19. Oh, S. Y., Kwon, N. Y. & Kim, S. M. (2019). Perceptions of High Schol Mathematics Teachers on Process-focused Assessment, Journal of Educational Research in Mathematics, 29(4), 507-524. https://doi.org/10.29275/jerm.2019.11.29.4.507
  20. Pang, J., Sunwoo, J., Cho, S., Lee, Y., Kim, E., Kim, Y., ..., Lee, H. (2019). Domestic research trends of mathematics education: An analysis of journals published fro 1963 to 2019. Journal of Educational Research in Mathematics, 29(4), 709-739. https://doi.org/10.29275/jerm.2019.11.29.4.709
  21. Park, C. (2017). A Meaning of Assessment in Classroom. Journal of Educational Evaluation, 30(3), 397-413.
  22. Seo, J. (2007). The effects of learning mathematics according to feedback method. Journal of the Korean School Mathematics Society, 10(1), 71-89.
  23. Shin, B. M. & Lee, K. E. (2018). A Study on the Examination Case of a Process-Focused Assessment Instrument in a Teachers' Learning Community. The Journal of Curriculum and Evaluation, 21(4), 73-98. https://doi.org/10.29221/jce.2018.21.4.73
  24. Shin, H. J., Ahn, S. Y., & Kim, Y. W. (2017). A policy analysis on the process-based evaluation - focusing on middle schol teachers in Seoul. The Journal of Curriculum and Evaluation, 20(2), 135-162. https://doi.org/10.29221/jce.2017.20.2.135