연중 수학과 성취도 변화 연구: 초등학교 5학년 학생들을 중심으로
Estimating Changes of Elementary Students' Achievement in Mathematics During the School Year
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The purposes of this study were twofold. First, this study was to examine the extent to which elementary students' mathematic achievement test scores were changed during one school year. Second, this study was to examine whether student's test scores across the sub-areas of the mathematics achievement test were differentially changed. To assess students' achievement changes, four mathematic test forms (Form A, Form B, Form C, and Form D) for the 5th graders were developed and equated with the IRT true-score equating method. Using the Bookmark and the modified Angoff standard setting methods, two cut scores of the two methods were set on Form A to divide students into Excellent, Average, and Basic groups. Using the four equated forms, 150 students of the 5th grade in D city in Korea were tested four times during one school year. The main results from this study were as follows. First, the means of the test scores tended to increase during the school year but the increase rate appeared to decrease. Second, the Excellent and Average groups showed meaningful increase in means over the school year but the scores of the Basic group increased in mean by time 2 of testing, after then they rather decreased. Third, the variances of student's test scores were larger at the end of the school year than in the beginning and the variance changes during the school year Fourth, the means of sub-area scores generally increased over the school year. Finally, the means of the Excellent and Average groups on the sub-areas increased, whereas the means of the Basic group did not increase in most sub-areas.
Abstract
The purposes of this study were twofold. First, this study was to examine the extent to which elementary students' mathematic achievement test scores were changed during one school year. Second, this study was to examine whether student's test scores across the sub-areas of the mathematics achievement test were differentially changed. To assess students' achievement changes, four mathematic test forms (Form A, Form B, Form C, and Form D) for the 5th graders were developed and equated with the IRT true-score equating method. Using the Bookmark and the modified Angoff standard setting methods, two cut scores of the two methods were set on Form A to divide students into Excellent, Average, and Basic groups. Using the four equated forms, 150 students of the 5th grade in D city in Korea were tested four times during one school year. The main results from this study were as follows. First, the means of the test scores tended to increase during the school year but the increase rate appeared to decrease. Second, the Excellent and Average groups showed meaningful increase in means over the school year but the scores of the Basic group increased in mean by time 2 of testing, after then they rather decreased. Third, the variances of student's test scores were larger at the end of the school year than in the beginning and the variance changes during the school year Fourth, the means of sub-area scores generally increased over the school year. Finally, the means of the Excellent and Average groups on the sub-areas increased, whereas the means of the Basic group did not increase in most sub-areas.
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