The study aims to analyze student responses to chemistry constructed response items to obtain detailed information on science NAEA (National Assessment of Educational Achievement) in South Korea and to draw suggestions for enhancing curriculum, teaching, and learning. For this purpose, we analyzed 7444 answers that could be generalized as 1.29% of the 9th grade students by the two-stage stratified cluster sampling method. The types of answers to constructed item were classified, and the response rate distribution curve according to the achievement score for each achievement level was drawn and analyzed. In this way, analyzing the descriptive answers is an advantage of the constructed response items; that is, students’ responses vary widely, and they can systematically analyze the various types of misconceptions they have. As a result, students at the basic level tended to have misconceptions about the quantity of thermal energy, whereas students above proficient level had misconceptions about thermal equilibrium. Therefore, both the understanding and misconceptions of students differed according to achievement levels, so customized teaching and learning based on achievement levels should be developed. And the implications for curricula and improvement of teachers’ expertise in assessment of constructed items are suggested.

该研究旨在分析学生对化学构建的反应项目的反应，以获取有关韩国科学 NAEA（国家教育成就评估）的详细信息，并为改进课程、教学和学习提出建议。为此，我们分析了 7444 个答案，这些答案可以通过两阶段分层整群抽样方法概括为 1.29% 的 9 年级学生。对构造题的答案类型进行分类，根据各成绩水平的成绩得分绘制响应率分布曲线并进行分析。这样，对描述性答案的分析是构建响应项的一个优势；也就是说，学生的反应差异很大，他们可以系统地分析他们的各种类型的误解。因此，基础水平的学生往往对热能数量有误解，而熟练水平以上的学生对热平衡有误解。因此，学生的理解和误解因成绩水平而异，因此应开展基于成绩水平的定制化教学和学习。并提出了对课程的影响和教师在构建项目评估方面的专业知识的提高。