Earticle

교육학에서의 포트폴리오는 단순히 학습 성과물의 모음이 아닌, 학습 과정을 시각화하고 학습자 스스로 자신의 학습을 평가하는 자기계발 및 자율학습, 협동학습, 동기부여 등 학습자 주체교육에 필요한 요소를 갖춘 교수법이자 교수자의 교육이나 관리 등의 분야에서 폭넓게 활용할 수 있는 교육 시스템의 하나로서 주목을 받고 있다. 본 연구는 학습자가 작성한 학습 포트폴리오가 학습에 어떠한 영향을 주는지를 알아보기 위한 조사 및 분석을 목적으로 한다. 조사 내용은 2010년도부터 도입한 학습 포트폴리오의 평가점수와 중간고사와 기말고사의 평가점수를 비교하여 학습자의 성적에 영향을 주는 상관관계에 대하여 분석하였다. 그 결과, 학습자들의 기본실력과는 별개로 학습 포트폴리오를 성실하게 작성하는 것이 성취도에 영향을 주는 등, 학습 포트폴리오가 학습자의 이해도에 영향을 주는 것을 확인할 수 있었다.

Portfolio in pedagogy is not only a mere collection of learning achievements but a teaching method equipped with self-development, self-learning, cooperative learning, motivation and etc. that evaluate one’s own learning and visualize learning process but also catches attention as an educational system that can be widely used in educating and managing learners and so forth. The purpose of this study is to research and analyze learning portfolios made by learners to see how they affect learning. For this purpose, scores evaluating learning records, which are a learning portfolio taken into effect in 2010, scores of the finals were analyzed to see corelation affecting learners’ scores. The result confirmed that apart from learners’ basic ability, writing learning records faithfully affects their achievement and etc., showing note-taking has a grip on their understanding level.

The objective of this study was to develop and investigate the effects of learning portfolio on airline service-majored college students. For this study, the learning portfolio model was developed and twenty airline service-majored college students who were 16 women and 4 men in their first grade were chosen as the participants. They were asked to set up their own goal, carry out, make a learning portfolio and make a presentation every 10 days for 15 weeks, among which mid term and final term were excluded. The data collected were composed of pre and post TOEIC practice test results which was shorten with 100 questionnaires, academic efficacy questionnaires and students’ learning logs. The results of this study have been obtained as follows; Fist, there was academic improvements in 20 students’ listening and reading comprehension ability after making a learning portfolio. Second, there were positive changes in academic efficacy such as task difficulty preference, self-regulatory efficacy and confidence as shown in questionnaire responses. In particular, making a learning portfolio contributed to boosting the students’ self-confidence. Further studies are needed to look into the effects of making a learning portfolio on other aviation-related major, on learning attitude basis of participants, and on teacher feedback involved in goal setting and presentation of portfolio.

This investigation explores Reinforcement Learning (RL) for dynamic portfolio optimization with risk assessment. The challenges include market complexity, uncertain reactions, and regulatory requirements for risk-averse decisions. Our solution leverages Bayesian Neural Network (BNN) to capture uncertainties. We successfully implemented a risk-averse Reinforcement Learning algorithm, achieving 18 percent lower risk. Reinforcement Learning with risk-aversion shows promise for optimizing portfolios for risk-averse investors.

This paper studies a continuous{time intertemporal consumption and portfolio choice prob- lem when a long{horizon investor does not exactly observe the expected returns of the risky asset. The representative investor who has recursive preferences uses prior belief to estimate the current regime and continuously updates her posterior beliefs with regard to future vari- ation in expected returns. We contribute to solutions to the explicit log-utility case, and to the approximate unit-risk-aversion case. We show explicitly that her belief behavior de- pends on the parameters of investment opportunities and investor preferences. In addition, the magnitude of the elasticity of intertemporal substitution of consumption determines the relative importance of the substitution and income eects of belief change on consumption.

This paper reports on the introduction of in-class self-directed learning in an intensive English program at a woman’s university in Japan. This self-directed learning was organized around can do descriptors, and supported by a portfolio and formative assessment. This new curriculum emerged from our use of the CEFR. A second reason for this change stemmed from an increased lack of student engagement during teacher-directed instruction. For self-directed learning, a student determined what can do’s she wanted to learn, and what activities she would study to learn these skills. This student control also involved deciding what can do’s to be individually tested on and when. At the end of the academic year, students (n = 37) completed a 12-item Likert scale survey to assess the curriculum changes. The results revealed that students had mixed support for self-directed planning. Specifically, students indicated a lack of confidence in making study plans. Students did like the use of can do’s, but wanted more language guidance for them. Students also strongly favored the use of the portfolio and formative assessment. An analysis of student can do test results for the year revealed that students made greater gains than were possible with the prior teacher-directed curriculum.

Background: Learning portfolio is a collection of evidence that learning has taken place. It has gained its reputation as a useful assessment tool in the education of health professionals. The purpose of this study is to describe the pharmacy students' experiences and perceptions upon the introduction of a learning portfolio into the Introductory Pharmacy Practice Experience course. Methods: Fifty five students from one pharmacy school who used a learning portfolio to document their progress in the IPPE course participated in 16-item questionnaire exploring opinions and experiences of learning portfolio preparation, assessment, and personal and professional development and reflection. Results: Most students agree that a learning portfolio is a valuable tool in promoting self-directed and reflective learning. However most of them (46/55) also feel developing a portfolio is time-consuming, and when compared to their effort, an appropriate reward has not been given. Conclusion: To make the use of learning portfolios successful students should receive clear guidelines on their purpose, content and structure. Also the assessment criteria should be provided before the introduction of learning portfolio and their effort in developing learning portfolio should be rewarded.

본 연구에서는 비대면 교육 환경에서의 질적 개선을 위하여 교수-학습 활동 전반적인 과정을 데이터로 처리하면 서 학생들과 소통할 수 있는 e-포트폴리오 시스템을 구성하고 활용하였다. e-포트폴리오는 교수자의 수업 계획부터 성 찰의 전 과정을 지원하면서, 수업 운영 과정에서 학습자의 이해도를 정기적으로 확인하고, 온라인상에서 의사소통하며 학습자 중심의 교육 활동을 지원할 수 있도록 구성하였다. 비전공 학생들이 어려워할 수 있는 교양의 프로그래밍 수업에 서 e-포트폴리오를 활용한 교수자와 학습자의 의사소통 기반의 학습 효과인 효용성을 분석한 결과, 문제해결력 기반의 과제와 중간고사와 기말고사에서 유의미한 상관이 나타났다. 또한, e-포트폴리오의 만족도를 나타내는 확대 적용성을 분석한 결과, 학생들의 컴퓨팅사고력 검사 결과와 함께 과제, 학업 성적 등과 유의미한 상관이 나타났고, 컴퓨팅사고력 의 향상에 유의미한 영향을 주는 것으로 나타났다. 제안하는 e-포트폴리오 시스템 형태를 활용하여 비대면 교육을 실시 한다면, 학생들과 효율적으로 소통하면서 비대면 교육의 품질을 향상시킬 수 있을 것이다.

In this study, an e-portfolio system was constructed and utilized to communicate with students, while processing the overall procedure of teaching–learning activities as data for qualitative improvement in the non-face-to-face educational environment. The e-portfolio system was designed to support the entire process of reflection from the instructor’s lesson planning, regular checking of the learner’s understanding during the course operation process, online communication, and support for learner-centered educational activities. Analyzing the effectiveness of the communication-based learning effect between instructors and learners using the e-portfolio in liberal arts programming classes, which may be difficult for non-major students, a significant correlation was found in problem-solving skills, and midterm and final exams. Additionally, the result of analyzing the expanded applicability of e-portfolio satisfaction demonstrated a significant correlation with the students’ computational thinking ability, test results, assignments, and academic performance. It was found to have a significant effect on the improvement of computational thinking ability. If non-face-to-face education is conducted using the proposed e-portfolio system type, it will be possible to improve the quality of online education, while communicating effectively with students.

Sung-Mi Kwon. 2010. A study of the learner participating teaching and learning model which utilizes portfolio for teaching Korean language culture. Journal of the International Network for Korean Language and Culture. Vol. 7-1. This study attempts to investigate the foundations of teaching Korean culture for developing Korean learners' cultural literacy and to generate a learner participating teaching model. For this, the study establishes the goals and procedural objectives of teaching Korean culture in Korean language classes, and elaborates on the foundations of teaching culture specifically in terms of improving proficiency. The study leaves out general Korean culture which is not closely related to the language and categorizes the contents of Korean culture for Korean as a Second Language into two groups: the culture presented in the texts and presented in substantial language forms and the culture which is not presented in the texts but pragmatically acceptable. The study also maintains the significance of developing teaching methods which learners take the lead in bringing the real-world into the class. Finally, based on the foundations, a teaching model that utilizes television dramas and learning portfolios is proposed, and a module for such a model is provided. (University of Seoul)

우수한 초등교사의 양성은 우수한 예비교사 교육을 통하여 성취될 수 있다. 양질의 교육은 교수자와 학습자의 다양한 상호작용과 학습자의 적극적인 참여를 통하여 실현 가능하다. 본 연구는 사회적․개인적 요구를 반영하고, 대학 강의의 질을 개선하기 위하여 컴퓨터 교과교육에서 웹기반 문제중심학습과 e-포트폴리오를 통합․적용하고 그 효과를 확인하고자 하였다. 학습자들(N = 105)은 6회에 걸쳐 문제중심학습을 수행하고, 동시에 그 학습과정을 블로그를 이용하여 e-포트폴리오를 작성하며, 학습 과정과 결과에 관한 경험 및 반성을 반성저널에 작성하였다. 학습자들의 반성저널은 질적 분석 방법을 통하여 분석하였으며 그 결과는 다음과 같다. 학습자들은 웹기반 문제중심학습과 e-포트폴리오의 적용을 통하여 컴퓨터교과교육에 대한 이해의 증진, 잠재적으로 ICT 활용 능력의 향상, ICT를 기반으로 한 학습자 중심의 교수-학습 전략의 습득, 그리고 수행평가로써의 e-포트폴리오 경험을 통해 미래의 교사에게 필요한 역량을 향상시킬 수 있었다.

Educating qualified elementary school teachers depends on excellent pre-service education. The high quality of education is accomplished by various interactions between teachers and learners, as well as active participation by students. In the present study, online problem-based learning and an e-portfolio were used to examine the effect on the computer-curriculum education to reflect social and individual needs, and to enhance the quality of instruction at universities. Students (n=105) participated in six different problem-based learning sessions. At the same time, they developed Blog e-portfolios as individual and group products, and wrote reflective journals that focused on their learning processes and results. A qualitative analysis method was employed to analyze the reflective journals. The results of the analyses showed the following: 1) Increasing the understanding of the computer-curriculum education, 2) enhancing students' competence in using ICT potentially, 3) cultivating student-centered teaching and learning strategies on ICT, and 4) enhancing competence of future teaching activities through experiencing e-portfolio as a performance-assessment tool.

본 연구에서는 딥 러닝 기법을 금융 분야의 포트폴리오 구성문제에 적용하는 방안을 제안한다. 기존의 전통적인 포트폴리오 구성은 마코위츠 모형을 근간으로 하고 있으나 여러 현실적인 문제들을 내포하고 있다. 반면 딥 러닝 기법을 이용한 포트폴리오 전략은 모형에 구애받지 않는 비모형(model free) 접근 방법으로 강건한 문제해결 능력을 갖는 장점을 지닌다. 따라서 본 연구는 오토인코딩, 확 인, 테스트, 검증의 4단계로 구성되는 딥 포트폴리오 선택 전략을 제안하고 이를 바이오/생명과학 업 종으로 상장되어있는 ETF 상품을 대상으로 그 타당성을 분석한다. 오토인코더 모형을 통해 시장을 가장 잘 대표하는 종목들과 그렇지 않은 종목들을 추출하고, 포트폴리오 다각화를 위해 이들 종목들 을 포트폴리오에 다양하게 포함시키는 것이 포트폴리오 성과 측면에서 우수한 결과를 보이는 것으로 나타났다.

This study proposes a strategy that applies deep learning methodology to portfolio selection problem in finance. While traditional portfolio selection is based on Markowitz theory, it faces a number of practical issues. However, portfolio selection strategy using deep learning is not only a model-free approach without regard to specific model but also has a strength with robust problem solving ability. Therefore, this study presents a deep portfolio algorithm consisting of 4-phases: autoencoding, validation, test and verification, and analyzes its efficacy with an ETF listed in KRX(Korea Exchange). The ETF that we target is in the category of Bio/lif science. From the perspective of portfolio diversification, putting together the most communal stocks and the most non-communal stocks in the same portfolio is turned out to make superior outcome.

포트폴리오를 구성하고 관리하는 것은 투자와 자산 관리에 있어 위험을 줄이고 수익률을 극대화하기 위해 필수 적이며 금융시장 관련 연구의 주요 관심사이다. 최근 컴퓨터 하드웨어 기술이 발달함에 따라 다양한 분야에서 뛰어 난 성능을 보인 강화학습 알고리즘을 금융 분야에 적용한 연구가 활발히 진행되고 있다. 하지만 환경과 정책, 에이 전트 등 강화학습 (reinforcement learning)을 구성하는 개체의 파라미터 설정 및 조합의 다양성으로 인해 최적화에 어려움이 있어 보다 다양한 연구가 수행될 필요가 있다. 본 연구는 강화학습을 활용하여 동적으로 주식 포트폴리오 를 구성하고 거래하는 시스템을 제안하고자 하였다. 시스템 제안을 위해 국내 유가증권시장에 상장된 종목들을 대상으로 기본적 데이터와 주가 데이터를 수집한 후 전처리 과정을 통해 지표화하고, A3C 알고리즘을 이용해 설계한 모형에 대한 학습을 수행하였다. 학습한 결과를 바 탕으로 기대수익률이 높은 종목들을 선택하여 주식 포트폴리오를 구성하고 이를 대상으로 테스트 기간에 대해 트레 이딩 시뮬레이션을 실시하여 제안 모형의 성과를 실증 분석하였다. 분석 결과, 본 연구에서 제안한 연구모형이 평균 연 환산수익률 36.64%로 타 비교 대상 알고리즘 (26.72%)과 시 장 평균 수익률 (32.10%) 및 코스피 200 지수 펀드 수익률 (34.08%)보다 우수한 것으로 나타났다. 이러한 결과를 토 대로 개별 종목에 대한 학습보다 시장 전체 종목에 대한 학습이 더 좋은 성과를 얻을 수 있다는 것을 파악했으며 강화학습을 활용한 주식 포트폴리오 구성이 효과적일 수 있음을 확인한 데 본 연구의 의의가 있다.

Balancing and managing a portfolio is essential for minimizing risks and maximizing returns in investment and asset management, and it is a major concern for financial market research. In recent, with the development of computer hardware technology, studies on applying reinforcement learning algorithms, which have showed excellent performance in various fields, are being actively conducted for the financial field. However, it is difficult to optimize due to the diversity of parameter settings and combinations of entities constituting reinforcement learning, such as environment, policies, and agents, and more diverse studies need to be conducted. This study aim to develop a system for dynamically balancing stock portfolios and trading using reinforcement learning. For this, stock price data and fundamental data were collected from stocks listed on the Korean securities market, and then indexed through a preprocessing, and a model designed using the A3C algorithm was learned. In empirical study, stock portfolios were constructed by selecting stocks with high expected returns, and trading simulations were conducted on the test period to empirically analyze the performance of the model. As a result, the proposed model was 36.64% of the average annual return, which was superior to other comparison algorithms (26.72%), the market average return (32.10%), and KOSPI 200 index fund return (34.08%). In this study, it was found that learning in the entire market could achieve better results than learning in individual stocks, and it was confirmed that the composition of the stock portfolio using reinforcement learning could be effective.

투자 포트폴리오는 현대 포트폴리오 이론에 근거하여 해리 마코위츠가 제안한 계량 모델로서 비체계적 위험을 감소시키는 것을 목표로 삼는 이론 체계이다. 현대 사회를 급진전시킨 컴퓨팅 환경하에서 최근 통계나 기계학습 기법을 기반으로 한 포트폴리오 전략 수립이 지배적 현상으 로 나타나고 있다. 특히, 기계학습 기법 중 강화학습을 적용한 투자 포트폴리오 구축이 주목받으면서 이에 관한 국내 연구도 수행된 바 있다. 하 지만 투자 포트폴리오에 강화학습을 적용한 연구는 활성화되지 못한 채 여전히 미흡한 수준에 머물러 있는 것으로 보인다. 본 연구는 자산 선택 과 강화학습이 통합된 포트폴리오를 위험조정 수익 극대화 측면에서 벤치마크 지수와 비교·분석하였다. 주요 실증분석 결과는 다음과 같다. 첫 째, 제안한 모든 포트폴리오들은 위험 대비 높은 투자 성능을 비교해 보면 벤치마크 지수에 비해 상대적으로 높은 누적 수익 성과를 보여 주었 다. 더불어 포트폴리오 모형 1은 모든 기간에서 정(+)의 샤프비율을 보였는데, 이러한 결과는 동작 확률 분포에 입각해 동작 선택 후 보상의 획 득을 가능케 하고, 이것을 상태 가치와 비교해 이익 계산을 실행함으로써 최적 정책의 학습 확률이 증진되었다고 판단된다. 둘째, 제안한 포트 폴리오들의 평균 최대손실폭도 벤치마크 지수보다 낮거나 비슷하게 나타났다. 이로 인해 수익 기회의 온전성 유지 및 변동성 감소를 동시에 추 구할 수 있는 것이다. 이를 통해 제안한 통합된 포트폴리오가 적정히 잘 작동되고 있음이 실증되었다. 이런 맥락에서 자산 선택과 강화학습이 통합된 포트폴리오에 관한 연구는 학문적 측면에서 핵심 연구 주제가 될 뿐만 아니라 현업의 다이렉트 인덱싱 고도화에 있어서도 근원적 탐구 대상이 된다.

Over 70 years ago, Harry Markowitz published his portfolio optimization works. Nevertheless, research is currently underway to devise more effective strategies with the aim of attaining improved returns. Recent advances in reinforcement learning have enabled the exploration of new methods to create portfolios that maximize risk-adjusted returns. This study unleashed a new approach that integrates asset selection with reinforcement learning and benchmark index. The main empirical analysis results are as follows. First, all of the proposed portfolios showed relatively high cumulative return performance compared to the benchmark index. Especially, portfolio model 1 showed a positive sharp ratio for all periods. One reason for this is that we determine an advantage based on the state value by comparing it to an action probability, which requires understanding action probabilities. Second, the average maximum drawdown of the proposed investment portfolios was also lower or similar to the benchmark index. The proposed integrated portfolio was demonstrated to result in reduced volatility while preserving profit opportunities. In this context, the propped portfolio presents an opportunity to take direct indexing investement strategy to the next level.

본 연구는 신입생들이 대학생활에서 실제적으로 필요한 학업수행과 진로탐색을 중심으로 이에 대한 방법적인 지식을 습득할 수 있는 교과목의 운영방법을 개선하고 그 효과를 탐색하는데 목적을 두고 있다. 이를 위해 A대학교에서 신입생들을 대상으로 교양필수로 개설, 운영 중인 ‘학습전략과 진로탐색' 교과목을 학습 포트폴리오(Learning Portfolio) 활용 중심의 교수-학습법으로 개선하여 운영하고 그 효과를 측정하였다. 연구를 위하여 문헌연구, 국내외 우수 사례 분석, 전문가 자문, 교수자 및 학습자 설문조사 등의 연구방법을 통해 학습 포트폴리오를 활용한 ‘학습전략과 진로탐색’ 교과목을 2011학년도 1학기의 수업에 전면적으로 운영하고 그 효과를 살펴보았다. 활용결과, 담당 교수자와 과목 수강생들이 학습 포트폴리오 활용 교수-학습방법에 대해 만족하였으며, 과목 수강생 대상의 사전-사후 설문조사 결과 본 교과목의 수강이 학습전략과 진로탐색에 도움이 되었다는 것을 확인하였다.

The purpose of this study was focused on finding out the effect of "Learning Strategies and Career Development" classes for first year student. To this end, I developed the learning portfolio based instructional method, textbook, learning portfolio, teaching guidebook and teaching materials. For the study, I conducted literature reviews, analysis of domestic and international best practices, expert advices and survey researches. This study implemented on 3,200 freshman and 72 professors of A university that is located at Gyungbuk. The results of applying research findings show that learning portfolio based instruction in "Learning Strategies and Career Development" classes is useful to improve first year students' competency of learning strategies and career search. And instructors can use the learning portfolio, teaching guidebook and teaching materials, therefore they are satisfied with the materials.

This study was a similar experimental study that analyzed the effect by applying the learning portfolio completion. The study period lasted from October 1, 2019 to November 20, 2019. A total of 47 people participated in the study, and the effectiveness of the program was analyzed with the SPSS 18.0 program for critical thinking disposition. The statistical analysis method was frequency analysis and paired t-test. As a result of the analysis, the critical thinking disposition increased significantly in the application of the learning portfolio completion (Truth-seeking MD= -0.05, p <0.01), Openmindness MD= 0.11, p <0.001), Analyticity MD= 0.76, p <0.001), Systematicity MD= -.25, p <0.001), Self-confidence MD= -0.54, p <0.001), Inquisitiveness MD= 0.29, p <0.001), Maturity MD= -.0.33, p <0.001). In conclusion, the teaching method applied with the learning portfolio completion actually helped nursing students learn nursing students learn based on critical thinking. Based on these result, further research using learning portfolio is to be done and more systematic and practical application of learning portfolio completion to nursing students. This study would be used as a basic data for the study guideline development for learners.

본 연구는 대학의 비교과 교육과정 프로그램으로 진행되는 학습포트폴리오 프로그램에 참여한 학생들을 대상으로 학습포트폴리오 활동과 그 의미를 이해하는데 목적이 있다. 연구대상은 S대학 학습포트폴리오 프로그램에 참여하고 있는 12명이고, 이들을 대상으로 면담과 문서자료를 수집하였다. 연구결과, 학생들이 지속적으로 학습포트폴리오에 참여하는 이유는 학습동기 유지, 학습자료 정리, 심정적인 아쉬움 등이었다. 그리고 학습포트폴리오 활동으로 학생들이 수업 전에 가장 많이 하는 활동은 사전지식을 축적하는 예습이고, 수업 중에는 수업시간 집중이나 노트필기 등 수업태도와 관련된 활동으로 나타났다. 수업 후 활동은 다양한 형태의 복습과 자신의 학습을 반성하고 성찰하는 활동으로 나타났다. 참여자들이 보고한 학습포트폴리오의 의미는 학업적 측면과 정의적 측면으로 나뉘었다. 학업적 측면에서 참여자가 본 의미는 학습이해와 학업성취의 향상, 학습태도 개선, 진로 및 전공탐색이고, 정의적 측면의 의미는 학습동기 부여와 변화, 성장, 치유와 적응으로 나타났다. 이러한 연구결과를 바탕으로 학습포트폴리오에 대한 교육적 효과를 논하였다.

The purpose of this study is to understand the learning portfolio of activities and interpret their meaning. For that purpose, twelve students were interviewed about their experience of learning portfolio. The results of this research are as followings. The student's continued participation motives are as follows: maintain the motivation to learn, organize material, psychological regret. The learning portfolio of activities was divided class before, during, and after. Prior to this class, students appeared preparation activities. Minding the attention focused on the students during the class was hard to take notes. After class, Students review the lesson content and hard to reflect on learning. Means of learning portfolio was divided into the academic aspects and affective aspects. Meaning of learning portfolio in the academic aspects is as follows: improve academic achievement, improve the learning attitude, and career exploration Meaning of learning portfolio in the affective aspects is as follows: motivation, changes in motivation, growth, healing and adaptation. Based on the results of research on the learning portfolio was discussed the effects of education.

본 연구는 포트폴리오를 이용하여 학습자의 수학학습능력을 다방면에 걸쳐 종합 분석하여 평가하고 학생들의 수학에 대한 태도 그리고 효과적인 수행능력을 제고한다. 특히, 수학 학습에서 수학의 개념과 그 역사에 대한 포트폴리오를 구성하여 효과적인 수학 학습과 학생들의 학습태도를 점검한다. 이렇게 함으로서 수학학습의 지도에 있어서 미치는 영향과 그 효과를 분석한다. 또한 이러한 것들은 학생들의 잠재성을 발견하도록 도와주고, 나아가서는 수학교육과정을 분석한다. 또한 학습자들이 수동적인 입장이 아니라 능동적 입장에서 학습의 주체가 되어 수학학습을 수행하도록 격려한다.

The purpose of this study is to suggest the new way about performance assessment through analyzing about what changes are occurred on mathematical attitude and interest by performance assessment as comparing and analyzing the effect on learners' mathematical preferences and learning attitudes through the application of teaching and evaluating model utilizing portfolio products using mathematical history which is one of the various ways of performance assessment. That can satisfy the feature of performance assessment that realizes instruction and assessment simultaneously on the first grade at high school. Also, it can reduce the teachers' works, search the potential ability of students, realize level type curriculum, and draw out the learners' interests because it is a self-leading instruction that consists of student-centered learning. For the purpose of this study, the role of mathematical history and its advantage and the way of utilizing it in mathematical history by referring to sundry records were studied. Evaluation, the way of performance assessment and scoring were also considered to design portfolio teaching and evaluating model using mathematical history. To solve the another tasks for this study, mathematical preference factors and mathematical learning attitude factors are used. Mathematical preference factors divide into confidence, flexibility, will, curiosity, reflection, and value and then make 4 questions each factor. And mathematical learning attitude factors divide into self-esteem, attitude, and learning habit and then make 10 questions each factor. These factors need to be reorganized the materials which are made by Korean Education Development Institute(1992) to be agreed with the purpose of this study.