世界 13歲學生의 數學 및 科學科目의 評價에 관한 小考 = Researches on the Evaluations of Mathematics & Science for 13-year-old students of the World
저자
발행기관
학술지명
권호사항
발행연도
1989
작성언어
Korean
KDC
415.000
자료형태
학술저널
수록면
21-90(70쪽)
제공처
소장기관
In 1988, the International Association for the Evluation of Educational Achievement(IAEEA) has demonstrated the value of comparetive educational data in saveral previous studies. IAEEA studies often invelve 15 to 25 different countries, some with considerable expertise in measuremnet and statistics and others without. They start with an extensive process for defining the content-area domain develop new test questions, and often span eight to ten years from start to finish.
The subject of this report, the International Assessment of Educational Progress(IAEP), involved five counties and four Canadian provences with extensive experience in large-scale assessment. The project was designed to capitalize on the content and technology of the United states'National Assessment of Educational Progress. Through the use of existing assessment questions and procedures, significant cost and time savings were possible. As the pace of change accelerates and as more countries implement educational reform, these highly efficient procedures for monitoring international progress may become incresingly useful.
Five countries and four Canadian provinces participated in the International Assessment of Educational Progress, and in three cases provinces assessed two separate language groups Results of 12 student populations are therefore presented in this reports:
Korea, Ireland, Spain, United Kingdom, United States, and British Columbia, New Brunswick(English), New Brumswick(French), Ontario(English), Ontario(French), Quebec(English), Quebec(French) of Canada.
From each population, a representative sample of 13-year-olds was assessed in mathematics and science. Samples were drawm t random forom about 100 different schools selected with propability proportional to their size and included about 2,000 students. In the United States, the sample size was about 1,000 students from 2,000schools. A total of approximetely 24,000 students was surveyed. School participation rates ranged from 70 to 100 percent, and student paricipation rates, from 73 to 98 percent.
Students were administered a 45-minute mathematics assessment consisting of 63questions and a 45-minute science assessment made up of 60 questions. Items were selected from the total pool of 281 mathematics and 188 science questions used in the 1986 National Assessment of Education Progress. Questions were translated from English to Frence, Korean, and Spanish and then independently translated from the non-English language back to English. The backtranslated versions were compared with the original English to ensure that the translations were accurate. Questions were also adepted for cultural differences. For example, units of measurement, the names of children, and species of plants and animals were changed to reflect local usage and environments. Students also answered questions about their school experiences and attitudes toward mathematics and science, and their teachers rated students' exposure to the concepts tested by the items.
The similarities reflected in these pages are propably as remarkable as the differences. Countries as old as Korea and as young as Canada can boast that 95 percent of their 13-year-olds have mastered the basic arithmetic operations and can solve simple problems in mathematics. Populations as diverse as those of British Columbia and Spain have taught all of their 13-year-olds the basic scientific facts measured by this assessment.
Viewed historically, these are major achievements. These statements support the hypothesis that schools all over the world share common goals and similar surricula. Yet what captures attention are the differences. Thirty three percent of Korea's 13-year-olds can apply intermediate scientific knowledge and principles in designing experiments and interpreting data. Less than 10 percent of their Irish counterparts are able to do as well. Forty percent of these same Korean young people are able to apply a range of strategies to solving fairly complex mathematics problems. Less than 10 percent of their United States' age-mates can do so.
The debate concerning the importance of these two school subjects during the next few decates will continue. The issues have to do with economic well-being, international leadership, and national defense. Where will the world's innovative discoveries, new solutions, and creative products come from in the future? Does it matter?
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