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The study of constructed-response assessment of elementary mathematics education in Korea

Title
The study of constructed-response assessment of elementary mathematics education in Korea
Authors
Kim M.K.Cho M.K.
Ewha Authors
김민경
SCOPUS Author ID
김민경scopus
Issue Date
2015
Journal Title
Eurasia Journal of Mathematics, Science and Technology Education
ISSN
1305-8215JCR Link
Citation
vol. 11, no. 2, pp. 299 - 311
Keywords
Case of KoreaConstructed-response assessmentElementary educationHolistic approachMathematics education
Publisher
Eurasian Society of Educational Research
Indexed
SSCI; SCOPUS WOS scopus
Abstract
Recently, many countries have considered various assessment methods in order to measure multiple ways of students' thinking skills and problem solving ability. Recently, the Ministry of Education, Science and Technology [MOEST] (2009) in Korea revised the mathematics curriculum, which now more focuses on enabling students to explain mathematically as well as to reflect on their thinking. This method allows students to express or debate on their own ideas in order to extend their mathematical communication skills. The purposes of this study are to introduce the background of such implementation of a constructed-response assessment in Korea as well as to investigate how elementary teachers implement a constructed-response assessment in developing and refining a framework. The developed grading rubric for the constructed-response problems in terms of a holistic approach was introduced. Further, the implication of applying constructed-response items to third-grade students in Korea was discussed. © 2015 by iSER.
DOI
10.12973/eurasia.2015.1331a
Appears in Collections:
사범대학 > 초등교육과 > Journal papers
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