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College Scholastic Ability Test (CSAT) in Korea

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College Scholastic Ability Test (CSAT) in Korea
Assessment of mathematics
in Korea
19, February, 2010
Sung Sook Kim(金聖淑)
Paichai University (培材大学 )
APEC-Tsukuba International conference
大田
How do curriculum, lesson and
assessments relate?
How can we improve the relations?
Rank on own most appropriate items
Ranks comparisons
Overall vs favourites in 2003 (PISA)
0
5
Rank on favourites higher
than overall rank
SWE JPN
AUT
KOR
NOR
BEL
FRA
ISL
Korea 3rd overall
DNK
9th on favourites
ESP
10
15
ITA
CZE
HUN
20
25
NZL
AUS
FIN
CAN
Rank on favourites lower
than overall rank
GRC
30
30
25
Rank on all items
20
15
10
5
0
The Goals of Mathematics education
in the 7th National Curriculum
To understand the basic mathematical
concepts, principles and their relationship
through observing everyday phenomena
from a mathematical perspective.
To observe, analyze, organize, think and
solve diverse problems in everyday
situations by applying mathematical
knowledge and functions.
In December, 2009, the Ministry of
Education, Science and Technology
(MEST) in Korea announced some
changes in the 7th National Curriculum.
 New assessment guidelines were
included
Key Policy Tasks for 2010
Education that builds student’s sound
character and releases their creativity
 Creativity and character building
Increase subject instruction related
to creativity and sound character
building
Introduce creative
experience activities
Improve student evaluation
The focus of education will be on
helping students self-identify
their potential and release
creativity rather than simply
delivering knowledge and
information.
For primary and secondary
students, MEST will reduce the
number of subject matters and
instead increase contents related
to character building and creativity
in the core subjects such as Math.
As part of the regular school curriculum,
creative hands-on experience activities
will be provided three hours per week
for primary and middle school students
and four hours per week for high school
students.
what to assess
Teacher will assess the creativity
development of students.
School records will include such
students’ various experience-based
extra-curricular activities which
may later be utilized as information
for university admission.
whom to assess
MEST will expand the teacher
evaluation system to all schools
nationwide in March 2010
Offer customized training programs
for teachers upon evaluation results.
The teacher training programs of
universities of education will be
evaluated, results of which will be
tied to administrative and financial
compensation.
The Preference for Teaching
Career is Very High
 The Social Recognition
The Job Security
The Economic Benefits
Teachers Employment Test
Preliminary Test
Percentage of
items
Item type
Relevant
knowledge
Education in general
30%
Multiple
choice items
General
pedagogical
knowledge
Mathematics
(including Probability and
Statistics, Linear Algebra,
Complex Analysis, etc.)
50%
Multiple
choice items
Subject matter
knowledge
20%
Multiple
choice items
Pedagogical
content
knowledge
Content
Mathematical Education
(Theory of Mathematics Education)
Second Test
Essay test
Third Test
teaching practice
NAEA(National Assessment of
Educational Achievement)
NAEA is a nationwide test that is
implemented to evaluate elementary
and secondary school students'
achievements
NAEA serves as a regular indicator of
performance of the educational
system.
The ministry will regularly analyze
results of the National Assessment of
Educational Achievement(NAEA), so
as to better understand which factors
impact academic ability and assist
school efforts to raise student
performance levels.
For schools that show yearly
improvement of academic
performance, the ministry will
provide financial support and
grant
increased principal rights to
operate school .
For students that lack basic academic
competency as revealed in the NAEA,
schools are to provide accurate
diagnosis tools, level-differentiated
supplementary programs and devices
to measure their degree of
improvement.
History of NAEA in Korea
In 1998, the Korea Institute of
Curriculum & Evaluation (KICE)
established a fundamental plan for
the NAEA.
In 1999, KICE had chosen the NAEA
as its major task. It planned to
develop test items for Social Studies
and Mathematics.
In 2001, the NAEA was administered
to 1% of the population of the sixth,
ninth, 10th and 11th grades in five
subjects such as Korean, Social
Studies, Mathematics, Science and
English
Subjects and the scope of
the NAEA 2003
Subjects and the scope of
the NAEA 2007
Analysis of NAEA 2008
Middle School(grade 9)
High school(grade 10)
Below-basic
7%
Basic
38%
Advanced
18%
Proficient
37%
Gender difference ?
Elementary school(Grade 6)
grade 6
163.00
162.50
162.00
161.50
male
161.00
female
160.50
160.00
159.50
159.00
158.50
2003
2004
2005
2006
2007
2008
Middle school(grade 9)
grade 9
263.00
262.50
262.00
261.50
261.00
male
female
260.50
260.00
259.50
259.00
258.50
year
258.00
2003
2004
2005
2006
2007
2008
grade 10
362.00
361.50
361.00
360.50
360.00
359.50
male
359.00
358.50
female
358.00
357.50
2003
2004
2005
2006
2007
2008
Area difference ?
Elementary school(Grade 6)
elementary scool(average)
164.00
162.00
160.00
metropolitans
158.00
small cities
156.00
rural areas
154.00
2003
2004
2005
2006
year
2007
2008
Middle school(grade 9)
middle school(average)
264.00
262.00
260.00
metropolitans
258.00
256.00
small cities
254.00
rural areas
2003
2004
2005
2006
year
2007
2008
High school(grade 10)
high school(average)
364.00
362.00
360.00
metropolitans
358.00
356.00
small cities
354.00
rural areas
352.00
2003
2004
2005
year
2006
2007
2008
Background variables
The school, teacher, and student
variables were obtained from
three types of questionnaires:
school-administrator
Teacher
student.
the scores of private schools were
higher in all the five subjects
compared to public schools
High schools which emphasized on
college entrance and development of
creativity had the highest test
performance.
When school administrators
perceived their teachers having the
following attitude




enthusiasm for teaching
good understanding of students
high expectations for the students
good relationship with other
teachers
students performed well in
all subjects
The more time students spend
on communicating with their
parents, and the longer hours
students spent on self-study and
supplementary lessons after
school, the higher their
achievement score.
the higher the students’
self-regulated learning,
the higher their achievement.
The College Scholastic
Ability Test
Test period
The third Thursday of
November every year
Selection of Tests
Select Mathematics A or B
Type A : Science major bound
Type B : Liberal Arts bound
Number of students
Mathematics A : 121,828 (23%)
Mathematics B : 397,772 (77%)
Total
: 519,600
23%
Math A
77%
Math B
Electives of Math A type
Probability &
Statistics
3%
Discrete
Mathematics
0.5%
Calculus
97%
Number of Items and
Testing Time
Maximum Raw Score :100
Standard score for Mathematics
mean of 100
standard deviation of 20
standard score ranges from 0 to 200.
The standard score is
Where: z=(x-μ)/σ
x is a raw score to be standardized.
μ is the mean of the population.
σ is the standard of the population.
The quantity z represents the distance
between the raw score and the
population mean in units of the
standard deviation. z is negative when
the raw score is below the mean,
positive when above
number of students
30,000
25,000
20,000
15,000
10,000
5,000
0
level
132
125
116
107
96
83
72
64
below
64
Gender difference ?
There is a substantial gender difference in
the College Scholastic Ability Test in
Korea.
Especially , mathematics is the area that
students have shown the large gender gap
compared to other subject.
Female students lack mathematical
achievement compared to male students
in Korea.
Gender difference
350
300
250
200
male
female
150
100
50
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
problem 26 through 30 are for
students who chose Calculus as
their elective
problem 26 through 30 are for
students who chose Probability
and Statistics as their elective
problem 26 through 30 are
for students who chose
Discrete mathematics
as their elective
Concluding remarks
How do CSAT, teaching & learning
and assessments relate?
Thank you very much
for your attention!
どうもありがとうございます.
See you again at ICMI-12
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