Seoul Gangdong Elementary School, Seoul, Republic of Korea

Abstract: The 2022 revised national curriculum of the Republic of Korea has fundamentally overturned the traditional logic of basic education assessment, formally abandoning the long-standing single outcome-based evaluation system and establishing a new educational assessment philosophy centered on "student growth as the core and process empowerment as the priority." This has raised higher and more specific requirements for the precision, diversification, stratification, and personalization of educational measurement in elementary school mathematics. As a core foundational subject for cultivating students' logical thinking, mathematical literacy, and practical application abilities in Korean elementary education, the quality of mathematics education measurement directly determines the effectiveness of mathematics teaching and the development level of students' core competencies. In current frontline mathematics teaching in Korean elementary schools, the traditional education measurement model has long suffered from prominent problems such as single measurement dimensions, large teacher subjective errors, lagging feedback of learning data, lack of stratified differentiated measurement, and the inability to quantify process-oriented assessment. These problems make it difficult to adapt to the tiered developmental characteristics of mathematical thinking among elementary school students of different academic abilities and cognitive levels, and fail to meet the reform requirements of the new curriculum for growth-oriented assessment.

Keywords: Korean elementary school mathematics; educational assessment; educational measurement; generative AI; process-oriented assessment; stratified evaluation