An Analysis of Elementary Schools' Science Test Items by Klopfer's Taxonomy of Educational Objectives: Focusing on the First Term of the 5th Grade

Klopfer의 교육 목표 분류 체계에 의한 초등학교 과학과 지필 평가 문항 분석: 5학년 1학기를 중심으로

The purpose of this study was to compare the written tests of the science lessons at elementary schools with the instructional objectives of the teachers' guide for the first term of the 5th grade by using Klopfer's taxonomic system. In the analysis of the instructional objectives in the teachers' guide, A.0(40.0%) and $B.0{\sim}E.0$(42.4%) showed high level but the proportion of processes of F.0(5.6%), G.0(4.0%), H.0(4.0%), and I.0(4.0%) showed low level, while in the written tests A.0 was 54.8%, $B.0{\sim}E.0$ was 36.1%, F.0 was 7.3%, and G.0 was 1.8% but H.0 and 1.0 was not taken at all. In the comparison with the instructional objectives in the teachers' guide about the domain of the knowledge and the comprehension showed hish and the processes of the scientific inquiry showed relatively low. The results of this study suggested that a desirable written test should be made to consider elementary science curriculum and instructional objectives and hold up rates of each behavior category between the instructional objectives of teachers guide and assessment objectives of written tests.