Process-oriented Assessment Research Articles

초등학교 학생평가 정책에 대한 역사적 신제도주의 분석: 1999년 ~ 2024년을 중심으로

This study analyzed the evolution of elementary school student assessment policies from 1999, when performance assessment was introduced, through June 2024. It focused on structural, institutional, and actor contexts, dividing the analysis into three phases: the introduction of performance assessment, the abolition of summative assessment, and the development of assessment practices. Initially, both “path creation” and “path dependence” were observed, as performance assessments were introduced while traditional assessments persisted. In the abolition phase, process-oriented assessments marked a “fork in the path.” Finally, the development phase saw performance assessments becoming established, with new adaptive and customized assessments emerging, driven by edu tech companies. Although these changes haven’t led to institutional reforms yet, shifts in assessment paradigms were evident. The study recommends future policies consider the structural context and incorporate feedback from educators.

Manual Label and Machine Learning in Clustering and Predicting Student Performance

This study presents the Academic Investment Model (AIM) as a novel approach to predicting student academic performance by incorporating learning styles as a predictive feature. Utilizing data from 138 Marketing students across China, the research employs a combination of machine learning clustering methods and manual feature engineering through a four-quadrant clustering technique. The AIM model delineates student investment into four quadrants based on their time and energy commitment to academic pursuits, distinguishing between result-oriented and process-oriented investments. The findings reveal that the four-quadrant method surpasses machine learning clustering in predictive accuracy, highlighting the robustness of manual feature engineering. The study's significance lies in its potential to guide educators in designing targeted interventions and personalized learning strategies, emphasizing the importance of process-oriented assessment in education. Future research is recommended to expand the sample size and explore the integration of deep learning models for validation.

Cross-Education of Skill: Assessment of Overhand Throwing Using Product- and Process-Oriented Assessment

ABSTRACT Purpose: The aims of the present study were to: (1) investigate the magnitude and direction of the cross-education effect in a unilateral sport skill (overhand throw) and (2) to establish which practice condition (dominant hand only or alternating hands) would yield the best results. Methods: The study involved three experimental groups of 11-year-old children (n = 59). The first group (n = 20) used only the dominant hand to throw the ball. The second group (n = 19) used the nondominant hand only, while the third (n = 20) alternated hands for each throw. A pre- and post-testing of both hands preceded and followed the intervention period. Results: The results of our study revealed no asymmetry in cross-education effect between the limbs for children’s overhand ball throwing. It was also shown that training both hands is superior to training the dominant hand alone. Conclusion: Our findings would be of particular interest to physical education teachers and coaches of unilateral sports who are advised to review their unilateral skill teaching methods as bilateral training offers a superior approach to augmenting the process of motor learning and performance.

몬테소리 학습자관의 학생 주도성에 대한 함의

Objectives This study analyzes the characteristics of perspective on learners in Montessori education and explores its implications for student agency. Methods To achieve this research objective, literature research was conducted in this study. First, Montessori education theory, Montessori school curriculum, and association data were collected to derive the characteristics of perspective on learners in Montessori education. Second, we collected literature related to student agency, explored the concept and meaning of student agency, and analyzed the educational relevance of student agency and Montessori education. Finally, based on the perspective on the learner that Montessori education aims for, the significance of the Montessori learner's perspective on student agency was derived. Results The analysis results show that Montessori education, first, emphasizes the role of teachers as protectors, observers, and creators of the environment to enhance student agency, aiming to nurture proactive learners. Second, Montessori encourages the development of learners with grit by willingly allowing mistakes and focusing on process-oriented assessment that prioritizes the learning process. Third, Montessori education values learners who are self-driven yet socially responsible. It believes that a sense of responsibility towards the community can be achieved through a partnership in education between the school and parents, thus encouraging parental involvement in education. Conclusions The conclusion presents the implications and limitations of Montessori education, as well as practical recommendations for applying it to enhance student agency in educational settings.

Performance-Based Assessment in Assessing the Students’ Evaluating Skill: How is the implementation in English Learning?

Performance-based assessment (PBA) enables teachers to determine learners’ genuine language competency and promote critical thinking skills. The students applied their knowledge in practical ways during the teaching and learning process. Evaluating skill is one of the higher-order thinking abilities (HOTS) every individual should strive to master. Some research have indicated that this competence is under-evaluated. This study intends to elucidate the utilization of Performance-Based Assessment for evaluating students' skills in learning English. A qualitative research design was used to recruit an English teacher who met the study requirements and was teaching ninth-grade students at SMPN 2 Semarang. Information was collected through classroom observation, document analysis, and interviews. The study revealed that the teacher utilized probing questions in process-oriented assessment while applying performance-based assessment to evaluate students' skills in evaluating English acquisition. Challenging questions were asked during the learning activities to challenge students to think critically about their answers. The teacher led the pupils in a thorough discussion of the learning materials. The assessment questions were primarily open-ended WH questions designed to engage higher-order thinking skills

Individual differences in children's movement variability in a virtual reality playground task

Children's movements are highly complex, and thus require measurements that capture various gross motor strategies. This study examined whether aspects of individual differences in children's gross motor movement patterns could be captured in virtual reality (VR) and how motor movements could be conceptualized through freezing-freeing patterns of degrees of freedom. To this end, a three-minute VR scenario was developed for children to freely explore, play, and move around without further instructions, and their movement strategies were simultaneously captured by a non-invasive inertial motion capture system. Sixty-four children aged 7–10 (boys: n = 37, girls: n = 27) participated. The results of correlational and principal component analysis (PCA) on measures of variability of upper extremities indicated significant relationships between nearly all measures (r = 0.31–0.69, p < 0.05). Similarly, a PCA on variability from joint movements in the lower extremities indicated relatively high intercorrelations (r = 0.31–0.71, p < 0.01). A pattern of four different variability profiles was indicated in the interrelationship between the upper and lower body. These findings emphasize the value of using innovative measurements and whole-body motion capture to disentangle individual differences in children's movement variability in product- and process-oriented assessments of gross motor competence.

The fundamental motor skill proficiency among Polish primary school-aged children: A nationally representative surveillance study

ObjectivesWith the premise that physical education classes should promote physical activity by teaching and learning fundamental motor skills, this study aimed to evaluate the fundamental motor skill proficiency of primary school students and determine the level of achievement of established learning outcomes for fundamental motor skills, as specified in the Polish National Physical Education Curriculum. Design and methodsA cross-sectional design was used for this study. The sample consisted of 2605 children and adolescents enrolled in grades 1–3 (ages 7–9, n = 1165), 4–6 (ages 10–12, n = 837), and 7–8 (ages 13–14, n = 603), including 1353 boys and 1252 girls. The Fundamental Motor Skills in Sport test, a qualitative and process-oriented assessment tool, was used to evaluate fundamental motor skills. The Fundamental Motor Skills in Sport test evaluates the following movement skills: hurdles, jumping rope, forward roll, ball bouncing, ball throwing and catching, and kicking and stopping a ball. ResultsThe desired level of overall fundamental motor skill proficiency was achieved by only 2 % of students. An elementary level of fundamental motor skill proficiency was demonstrated by an additional 3.5 % of students. Further, the results showed that only 10–30 % of students had achieved mastery or were close to achieving mastery in a given fundamental motor skill. The skill with the lowest level of proficiency was jumping rope, which only 11 % of students had mastered or were near to mastering. ConclusionsThe present study of a large, nationally representative sample of primary school students in Poland indicates that the vast majority (approximately 94 %) of them demonstrated insufficient fundamental motor skill proficiency. This may greatly hinder effective, safe, and healthy participation in lifelong physical activity.

Exploring Cross-Cultural Differences in Fundamental Motor Skills Proficiency Between Polish and Latvian Children

Abstract Introduction. Fundamental motor skills (FMS) are a critical component of success in various sports and lifelong physical activity (PA). This study aimed to evaluate and compare the FMS proficiency levels of 7-9-year-old children from Poland and Latvia, providing insights into the current state of motor competence in these populations. Material and Methods. A cross-sectional study design was utilized, incorporating a sample of 163 boys and girls. The FUS test (Fundamental Motor Skills in Sport), a comprehensive, qualitative, and process-oriented assessment tool was used to assess FMS. The FUS test encompassed a range of movement tasks, including hurdles, jumping rope, forward roll, ball bouncing, ball throwing and catching, and kicking and stopping a ball that allows for a thorough evaluation of FMS proficiency. Results. The study revealed alarmingly low FMS proficiency levels in both countries, with 93.3% of students displaying ‘insufficient FMS proficiency’. The Mann-Whitney U test showed that Latvian boys outperformed their Polish peers in jumping rope and forward roll (p &lt; 0.05), while Polish boys exhibited superior results in kicking and stopping a ball (p &lt; 0.05). In contrast, Polish girls achieved significantly higher scores in hurdles and kicking and stopping a ball (p &lt; 0.05) compared to Latvian girls, who scored higher in jumping rope (p &lt; 0.05). Conclusions. These findings highlight the urgent need for effective, evidence-based interventions to improve motor competence in both countries, emphasizing the importance of incorporating FMS development into physical education curricula and promoting regular PA for children.

중학교 과정중심 평가에 대한 교원의 인식 분석

Objectives This study sought to explore ways to substantiate process-oriented assessment so that it can be widely used in middle schools through in-depth interviews with teachers in charge of work and subjects while introducing and operating process-oriented assessment in middle schools. Methods To this end, among the student evaluation leading schools, which are policy research schools of the Seoul Metropolitan Office of Education, nine schools designated as excellent cases for three consecutive years from 2019 to 2021 were selected and operational case reports were analyzed. Four out of nine leading schools for student evaluation were selected, and in-depth interviews were conducted with teachers in charge of student evaluation at each school and teachers in charge of two subjects per school. Results Through in-depth interviews with leading schools in student evaluation by the Seoul Metropolitan Office of Education, (1) recognition of process-oriented assessment, (2) current status of operation level and system of process-oriented assessment, (3) current status of operation of process-oriented assessment, (4) student Opinions on this were identified in five aspects, including the limitations of performance in promoting process-oriented evaluation as a leading school in evaluation (5) internalization plan in the post-COVID-19 era. In addition, through the process-oriented assessment operation report, the operating grade/form/semester for each leading subject, the year of implementation, the evaluation area for each semester/subject, the strengths and weaknesses of the process-oriented assessment for each subject operated, difficulties in operating 100% performance evaluation (including mixed type) In this study, implications were drawn by diversifying the points required to vitalize process-oriented evaluation and process-oriented evaluation suitable for the nature and characteristics of the subject. Conclusions Firstly, as specified in the 2022 revised curriculum, process-oriented assessment should be continuously expanded to cultivate students' core competencies. Secondly, if the overall atmosphere of the school is created based on the clear guidelines of the Office of Education, teachers should enhance their evaluation expertise through process-oriented assessment-related training and teacher meetings (teacher learning community, subject council, etc.). Thirdly, in order to increase the rate of process-oriented assessment and continuously operate it, publicity to persuade students and parents is actively needed. Fourthly, institutional measures to reduce the workload of teachers should be prepared.

고등학교 기하 수업의 교수⋅학습 자료 개발

Objectives The purpose of this study is to develop and apply teaching and learning materials for geometry class using process-centered assessment and to explore ways to implement process-centered assessment in high school classes. Methods Teaching and learning materials for geometry class using process-centered assessment were designed based on previous research on process-centered assessment and analysis of curriculum competencies according to the steps of the ADDIE model. In addition, the materials were developed for the entire scope of geometry so that they can be continuously assessed in all class periods, not as a one-time assessment after class. It was applied to 96 students in the third grade of E High School in Seoul, Korea, and the developed materials were evaluated through student evaluations, surveys, and interviews. Results The teaching and learning materials for the geometry class were designed considering the three conditions (task, interaction, and feedback) for implementing process-centered assessment, and a total of 30 process-centered assessments were developed. A total of 30 process-oriented assessments were developed, and a method for feedback on the results of process-oriented assessments was presented. Conclusions Through the process-centered assessment designed considering achievement standards and problem-solving capabilities, teachers were able to observe students' learning process and status, and students responded positively to problem-solving. In addition, interaction and feedback were actively carried out, which was effective in improving classroom atmosphere.

예비영어교사들을 위한 과정 중심 평가 기반 전공 교과목 수업 방법 실행연구

Objectives The study attempted to implement the process-oriented assessment(POA) in secondary English teacher training courses and examined the aspects of course improvement and the perceptions of students and instructors.&#x0D; Methods As an action research, the current study was conducted systematically in four stages, which included selection of two major courses, redesign of course evaluation plans and development of evaluation rubrics, the administration of the POA-based courses, and the analysis of the students' survey and instructors’ reflective journals. Various POA-based methods such as project-based assessment, self-assessment, peer assessment, observation, presentation, and task performance evaluation were adopted including existing paper-and-pencil test.&#x0D; Results As a result of the one-semester class operation, the improved aspects of the courses were the setting of balanced achievement standards, the establishment of connectivity between teaching, learning, and evaluation, the improvement of validity of evaluation, and the enhancement of students' participation in learning and autonomy. In addition, 52 students in the courses recognized the POA-based courses helpful in their professional development and growth as pre-service English teachers. Furthermore, the instructors perceived positive changes in their instructional behaviors conducive to students’ learning growth through adopting POA-based courses.&#x0D; Conclusions This study is expected to contribute to the improvement of major subject assessment methods in universities and teacher training courses.

코로나19 시기 영어과 과정중심평가에 대한 초등학생들의 인식

In this study, we applied a model of process-oriented English assessments to primary school students during the COVID-19 pandemic and explored how they perceived it. A series of flexible process-oriented assessments were conducted in the first semester of 2022. A survey was administered to 190 fifth-grade students at the end of the semester. The data were analyzed both quantitatively and qualitatively. The respondents were classified into three categories according to their self-rated English levels. The results show that the students appreciated the assessments, and they highly valued the teacher’s feedback. Various opinions were presented on providing opportunities for re-testing, reporting results to parents, writing peer reviews in school records, and mental pressures. The process-oriented assessments were found to be conducive for the majority of the young English learners, although some students from the lower group seemed to have experienced a psychological burden. Based on the findings, suggestions are made for educators in the post-pandemic era.

The Implementation of Performance-Based Assessment Technique to Assess Students’ Analysing Skill in English Learning

Performance-based assessment (PBA) offers teachers to figure out students’ authentic language proficiency and encourages students to think critically. The students implemented what they have got in the teaching and learning process in real ways. Moreover, this technique is purposed to help teachers in improving students’ higher-order thinking skill. The first higher-order thinking skills (HOTS) to be achieved among all is analysing skill. Since some studies found that this skill is less assessed. Therefore, this study aims at explaining the implementation of Performance-Based Assessment to assess students’ analysing skill in learning English. Employing qualitative research design, an English teacher who was teaching ninth-grade students at SMPN 2 Semarang and fulfilled the study requirements was selected to be the subject of the study. Data were gathered using classroom observation, document analysis, and interview. The result showed that the teacher applied process-oriented assessment in the implementation of performance-based assessment to assess students’ analysing skill in English learning. Some probing questions were delivered during the going time of learning activities which could trigger students to think critically about the answers at that time. The teacher guided the students in a depth discussion about the learning materials. Most importantly, the questions used to conduct the assessment were WH questions which require HOTS. To sum up, the implementation of PBA to assess students’ analysing skill was done through probing questions. This result is significantly found as a reference in conducting analysing skill assessment.

Collaborative display of competence: A case study of process-oriented video-based assessment in schools

This paper presents a case study of process-oriented assessment in a Norwegian secondary school. We investigate the teachers' design of a process-oriented and video-based assessment, shedding light on how student collaboration and competence was displayed and made assessable in video-recorded group assessments. The results reveal that, although this is a highly complex assessment format, student group videos can be integrated within process-oriented assessment in ways that allow for assessing students’ collaborative work.

Design Case for an Adaptable and Sustainable In-service Training Course Template

The purpose of this design case is to report on the design of a course template to be used for institutional training at a public university in Turkey and to be published on the in-house learning management system of the university. Following a detailed description of the design context, the step-by-step design process is explained in detail with supplementary visualizations. Although several limitations such as the need for improving the characteristics of the design for more interactive activities and for formative and process-oriented assessment, and a more detailed external evaluation are still apparent in the design, this design case highlights the critical role of collaboration both within the design team and with the authorized institutional bodies to ensure a practical training course template design. Finally, results from this design case suggest that providing the tool and the content would not be sufficient alone if not accompanied by the support and collaboration of all parties involved in the process.

Improving and Evaluating Business Management in the Digital Economy Based on Data Analysis

In the new economic situation, enterprises formally enter the transition period of “think power differentiation and gap,” big data, artificial intelligence, digital empowerment, and other new digital economy has a positive effect on improving technical means and reducing operating costs, but the digital economy also forces enterprises to improve their strategies at a multiplier speed. The strategic decision of enterprises is to de-enterprise, from pursuing a single business operation benefit to winning competitive advantage by creating a platform ecosystem; the enterprise organization management mode is shifting from vertical management to horizontal collaborative management, and the organization structure is developing dynamically flat. This requires enterprises to pay attention to the role of data analysis in daily operations and management, promote the establishment of a data-driven corporate culture, make full use of digital technology, modularize production links or departments with similar functions or services, and promote the transformation of organizational structure. By unifying the output of products or services to the outside world; at the same time, improve the corporate performance model, shift from result-oriented to process-oriented assessment, and implement a personalized, authority, and accountability system. Shift from result-oriented to process-oriented assessment and implement a personalized incentive model that matches authority, responsibility, and benefits.

Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education

Preparing students to collaborate with AI remains a challenging goal. As AI technologies are new to K-12 schools, there is a lack of studies that inform how to design learning when AI is introduced as a collaborative learning agent to classrooms. The present study, therefore, aimed to explore teachers’ perspectives on what (1) curriculum design, (2) student-AI interaction, and (3) learning environments are required to design student-AI collaboration (SAC) in learning and (4) how SAC would evolve. Through in-depth interviews with 10 Korean leading teachers in AI in Education (AIED), the study found that teachers perceived capacity and subject-matter knowledge building as the optimal learning goals for SAC. SAC can be facilitated through interdisciplinary learning, authentic problem solving, and creative tasks in tandem with process-oriented assessment and collaboration performance assessment. While teachers expressed instruction on AI principles, data literacy, error analysis, AI ethics, and AI experiences in daily life were crucial support, AI needs to offer an instructional scaffolding and possess attributes as a learning mate to enhance student-AI interaction. In addition, teachers highlighted systematic AIED policy, flexible school system, the culture of collaborative learning, and a safe to fail environment are significant. Teachers further anticipated students would develop collaboration with AI through three stages: (1) learn about AI, (2) learn from AI, and (3) learn together. These findings can provide a more holistic understanding of the AIED and implications for the educational policies, educational AI design as well as instructional design that are aimed at enhancing SAC in learning.

Teachers’ Experiences in Implementing Competency-Based Curriculum in South Korea

이 연구의 목적은 한국에서 역량기반 교육과정을 시행한 교사들의 경험을 탐색하는 것이다. 연구 문제는 다음과 같다. (1) 교사들은 역량기반 교육과정으로의 변화에 대해 어떻게 생각하는가? (2) 교사들은 역량기반 교육과정 실행 시 필요한 전문성을 개발하기 위해 어떠한 학습 경험을 가졌는가? (3) 교사들은 역량기반 교육과정 측면에서 교실 수업 및 평가를 개선하기 위해 어떠한 노력을 기울였는가? (4) 교사들은 역량기반 교육과정 실행 시 학교의 학습환경을 어떻게 인식하였는가? 이 연구에서는 초·중등학교 교사 6,299명의 설문 응답을 분석하였다. 연구 결과, 교사들은 미래지향적 교육을 위해 역량기반 교육과정이 중요하다고 인식하였으며, 역량기반 교육과정 실행에 큰 관심을 보이는 것으로 나타났다. 교사의 교수 및 평가 방법은 학생들의 자기주도학습과 협력적 학습, 과정중심평가를 강조하는 방향으로 상당한 변화를 보였다. 이러한 변화에 익숙해지기 위해 설문에 응답한 교사들 중 약 절반이 교사 연수 프로그램에 참여하였다. 학교 환경 역시 교사의 협력과 학습 공동체 참여를 장려하는 방향으로 변화한 것으로 나타났다. 이 연구는 한국의 교사들이 역량기반 교육과정을 실행할 때 직면하게 되는 몇 가지 도전 과제에 대해 논의하고, 향후 교육 개혁 촉진을 위해 교육과정 개선 측면에서 필요한 시사점들을 제시한 데 의의가 있다.The purpose of this study was to explore teachers’ experiences in implementing the competency-based curriculum in South Korea. The following research questions were addressed: (a) What do teachers think about the changes to competency-based curriculum? (b) What kinds of learning experiences have teachers had regarding professional development? (c) What efforts have teachers made to improve their classroom teaching and assessment? (d) How do teachers perceive the learning environment in their schools implementing the competency-based curriculum? The responses of 6,299 elementary and secondary school teachers to a questionnaire survey were analyzed. The findings revealed that teachers perceived the competency-based curriculum to be important for future-oriented education, and they showed great interest in applying the curriculum. Teaching and assessment demonstrated considerable changes, including a greater emphasis on self-directed and cooperative learning as well as process-oriented assessment. To better familiarize themselves with these changes, about one half of surveyed teachers participated in in-service training programs. The school environment also changed, encouraging teachers’ cooperation and involvement in the learning community. This study discussed several challenges faced by South Korean teachers in implementing competency-based curriculum and provides recommendations for improving the curriculum to facilitate better educational reform.

The Reciprocal Questioning as a Formative Assessment Strategy: EFL Learners' Reading Comprehension and Vocabulary Learning

Implementing the mere product-oriented assessment techniques in public schools has exposed the Iranian EFL learners to interminable problems in reading comprehension and the use of the learnt vocabulary in written and spoken communication and language use. This study assessed reading comprehension and vocabulary knowledge by practicing the reciprocal questioning (RQ) as an interactive and ongoing assessment strategy. Forty-eight male intermediate participants were recruited from a population of 60 high school students based on their scores on a Cambridge Preliminary English Test (PET). The study employed two intact classes from which the experimental group with 24 participants was assessed using the RQ, while the control group got summative assessment (SA). These two randomly assigned groups were studied for eight weeks. Then, the obtained pretest and posttest scores were analyzed and compared utilizing the Independent Samples T-test and the one-way ANCOVA. The results underscored the effective and contributive role of the RQ, as the process-oriented assessment, on reading comprehension and vocabulary learning of the learners. In general, the result of this study may be illuminative to the rapidly growing SLA research in practicing different formative assessment strategies. In particular, the findings may be pedagogically advantageous to learners, practitioners and theoreticians in SLA.

Making the Midcentury, Modern

ABSTRACT Bernard Malamud’s novel A New Life and its attention to midcentury writing instruction illuminates the emergence of rhetoric and composition. Malamud’s novel is what microhistorians describe as “exceptional typical” evidence, where exceptional status and typical topics combine to showcase power formations in historical context. The novel describes shifts in textbooks and writing curricula, identifies the emergence of process-oriented assessment practices, and witnesses the institutional and disciplinary marginalization of female instructors. As such, Malamud could be described as a proto-composition scholar. Reflecting upon his legacy at their institution, the authors consider the re-naming of a student lounge named after Malamud.