Analysis of Student Responses to Constructed Response Items in the Science Assessment of Educational Achievement in South Korea

2021 ◽  
Author(s):  
Hyun-Kyung Kim ◽  
Haesun A. Kim
Keyword(s):  
South Korea ◽  
Educational Achievement ◽  
Science Assessment ◽  
Student Responses ◽  
Constructed Response

Creating a Constructed Response System to Support Active Learning

2006 ◽  
pp. 334-346 ◽  
Author(s):  
Tim Pelton ◽  
Leslee Francis Pelton
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Classroom Interaction ◽  
Handheld Computers ◽  
Design And Development ◽  
Student Responses ◽  
Constructed Response ◽  
Response System ◽  
Development Plans

This chapter describes the design and development of a constructed response system. The classroom interaction system (CIS) is a retro-hybrid technology that recovers most of the benefits of traditional slates while overcoming many of their limitations. Using “neo-slates” (handheld computers), students create responses to instructor prompts and submit them wirelessly to the teacher. The teacher may then, anonymously, present enlarged versions of exemplary, alternative, or erroneous student-generated representations to the class to illuminate concepts, enhance discussions and support student learning. The teacher can also review the database of student responses to support assessment, reflection, and follow-up intervention. Continuing development plans are discussed.

scholarly journals Explicating the Value of Standardized Educational Achievement Data and a Protocol for Collaborative Analysis of This Data

2021 ◽  
Vol 6 ◽  
Author(s):  
Bronwen Cowie ◽  
Frances Edwards ◽  
Suzanne Trask
Keyword(s):  
Primary Schools ◽  
Assessment Tool ◽  
Educational Achievement ◽  
Small Group Teaching ◽  
Student Responses ◽  
Pedagogical Content ◽  
Team Meetings ◽  
Standard Data ◽  
Achievement Data ◽  
Collaborative Analysis

Governments expect teachers to be able to make sense of and take action on data at various levels of aggregation. In our research we collaborated with 13 teachers from six primary schools and one intermediate school to use a Data Conversation Protocol to analyze and act on mathematics assessment data generated through a standardized assessment tool—the Progressive Achievement Test (PAT). Our intention was to optimize teacher use of this data for pedagogical decision making and action. At team meetings, the teachers co-constructed then refined a taken-as-shared definition for teacher data literacy for instructional action, which acted to inform and anchor our collaborative research. Data were collected in all teacher meetings and via interviews. Initial findings indicate that a ‘Data Conversation Protocol’ is helping teachers to slow down the process of considering, interpreting and making a judgement about their students’ understanding thereby opening up a space for deeper consideration of the range of possible reasons for student responses to assessment items. Students responded positively to teachers’ data informed small group teaching, gaining in understanding and confidence. Teachers considered this confidence translated to more positive engagement with mathematical ideas. Patterns and trends in student responses emerging from the teachers’ collaborative analysis of standard data supported a shift from viewing student responses as linked to student or school characteristics to critical analysis of how their teaching approaches might have contributed to student answers/misunderstandings. This finding has implications for how we might challenge assumptions about students through a willingness to engage critically with student achievement data. The importance of teachers having a rich pedagogical content knowledge as a basis for this was clearly evident.

“A Permitted Haven in a Heartless World: Colleges and Churches in South Korea in the 1950s”

2017 ◽  
Vol 24 (2-3) ◽  
pp. 209-232
Author(s):  
Dong-Choon Kim
Keyword(s):  
South Korea ◽  
Urban Areas ◽  
Educational Achievement ◽  
Protestant Churches ◽  
The Korean War ◽  
Primary Means ◽  
The 1950S ◽  
The Republic ◽  
1960S And 1970S ◽  
The 1960S

In the 1950s, Christianity and educational achievement were the primary means for Koreans to break through the misery and powerlessness that the conflict from June 1950 to July 1953 had caused. Along with education, religion was a promising route in securing familial welfare for South Koreans. Among the several religions and denominations, Protestant churches were more popular for the uprooted people residing in urban areas. These two privately motivated daily activities—education and religion—captured the concern of the Korean people who had lost everything during the war. Under President Syngman Rhee’s “police state” and infrastructural ruin, religious and educational institutions filled the vacuum in the Republic of Korea that the Korean War had left in civil society. The Korean “habitus” of family promotion in the 1950s foretold the fast economic growth of the 1960s and 1970s. This paper will show how South Korea, during that decade, witnessed the formation of a new familialism, which tended to focus on the family’s fortune and money as a final goal. Ethical understandings and political decisions were secondary to the main priority of family promotion.

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