초등 수학 평가를 위한 개방형 문제의 활용 결과 분석
A Study on the Results of Use of Open-ended Problems for Evaluation in Elementary Mathematics
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Mathematics assessment doesn't mean examining in the traditional sense of written examination. [숨은설명:시작] [숨은설명:끝] Mathematics assessment has to give the various information of grade and development of students as well as teaching of teachers. To achieve this purpose of assessment, we have to search the methods of assessment. This paper is aimed to develop the open-ended problems that are the alternative to traditional test, apply them to classroom and analyze the result of assessment. 4-types open-ended problems are developed by criteria of development. It is open process problem, open result problem, problem posing problem, open decision problem. 6 grade elementary students who are picked in 2 schools participated in assessment using open-ended problems. Scoring depends on the fluency, flexibility, originality. The result are as follows; The rate of fluency is 2.14, The rate of flexibility is 1.30, and The rate of originality is 0.11. Furthermore, the rate of originality is very low. Problem posing problem is the highest in the flexibility and open result problem is the highest in the flexibility. Between general mathematical problem solving ability and fluency, flexibility have the positive correlation. And Pearson correlational coefficient of between general mathematical problem solving ability and fluency is 0.437 and that of between general mathematical problem solving ability and flexibility is 0.573. So I conclude that open ended problems are useful and effective in mathematics assessment.
Abstract
Mathematics assessment doesn't mean examining in the traditional sense of written examination. [숨은설명:시작] [숨은설명:끝] Mathematics assessment has to give the various information of grade and development of students as well as teaching of teachers. To achieve this purpose of assessment, we have to search the methods of assessment. This paper is aimed to develop the open-ended problems that are the alternative to traditional test, apply them to classroom and analyze the result of assessment. 4-types open-ended problems are developed by criteria of development. It is open process problem, open result problem, problem posing problem, open decision problem. 6 grade elementary students who are picked in 2 schools participated in assessment using open-ended problems. Scoring depends on the fluency, flexibility, originality. The result are as follows; The rate of fluency is 2.14, The rate of flexibility is 1.30, and The rate of originality is 0.11. Furthermore, the rate of originality is very low. Problem posing problem is the highest in the flexibility and open result problem is the highest in the flexibility. Between general mathematical problem solving ability and fluency, flexibility have the positive correlation. And Pearson correlational coefficient of between general mathematical problem solving ability and fluency is 0.437 and that of between general mathematical problem solving ability and flexibility is 0.573. So I conclude that open ended problems are useful and effective in mathematics assessment.
참고문헌 (30)
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