Busan Miryeong Primary School, Busan, South Korea

Abstract: Aiming at the prevalent problems in South Korea’s primary mathematics assessment, including standardized test dominance, lack of cultural context, and delayed feedback, this study constructs a dynamic assessment model integrating culturally responsive evaluation and process-oriented measurement. A controlled experiment conducted in four primary schools in Seoul and Busan (N=280) verifies that the proposed model improves students’ mathematical problem-solving ability by 41% and reduces their mathematics anxiety index by 35%. The core innovations of the study are threefold: first, developing a Korean mathematical narrative assessment tool; second, establishing a triangulation verification mechanism of “observation-interview-work evaluation”; third, designing a dynamic growth portfolio based on the Free Semester System.

Keywords: culturally responsive assessment; process-oriented measurement; dynamic growth portfolio; mathematical narrative; South Korean mathematics education