• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.8
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• pp.3452-3457
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• 2011

This paper introduces a case study on the development of the evaluation system for capstone design course which is usually provided at engineering education program. A capstone design is an engineering education course which aims to improve the students' ability on analysis and design of practical industrial problems by use of overall engineering knowledge which has been learned in undergraduate program. Firstly, this paper provides a literature review on evaluation indices and methods related with a capstone design course. Secondly, the evaluation system for learning outcomes of capstone design course is described. The evaluation system for learning outcomes of capstone design course provided in this paper could be referred by other universities opening a capstone design course, and used to design an evaluation system for internship program or education course which is provided as an industry-academic connection program.

• Journal of Engineering Education Research
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• v.13 no.4
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• pp.87-92
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• 2010

It is strongly desirable to continuously study the program outcomes that are one of the requirements of engineering accreditation. In this paper, the results of program outcome evaluation obtained by using four tools - exit written exams, essay tests, capstone design, and an official English test - were compared to those of program outcome evaluation obtained by a course-embedded assessment method. The former evaluation was carried out for 15 students who graduated in February 2010 by using the four evaluation tools, while the latter was performed by using a course offered in the Spring and Fall semesters in 2009. Two evaluation results revealed no large difference in almost all 12 program outcomes, which indicates that course-embedded assessment would be one of the practical and effective program outcome evaluation tools.

• Review of KIISC
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• v.19 no.1
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• pp.15-22
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• 2009

공학교육인증을 실시하면서 설계교육의 중요성을 인지하고 있다. 특히 종합설계의 경우 설계의 기능적 요소와 제한 요소를 반영하도록 하고 있다. 그런데 이전에는 설계교육을 체계적으로 하지 않아서 대학마다 설계교육과 평가방법에 대한 어려움을 가지고 있다. 본 논문에서는 종합설계 교과목 수행절차와 방법을 제시하고 이에 맞는 평가요소와 평가방법을 제시하고자 한다. 설계 수행절차에서는 설계의 기능적 요소와 제한 요소를 반영하여 설계를 진행하는 과정과 이 때 산출되는 결과물을 제시하여 설계 요소가 반영될 수 있도록 한다. 종합설계 교과목에 대한 평가는 팀별 평가와 개별 평가로 나누고 실제로 수행했던 평가 방법을 제안한다.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.338-349
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• 2016

Satisfaction of learners is not high about courses based NCS(National Competency Standards) of specialized colleges as a result of this study. The satisfaction of learners through the result of the study about the courses based NCS appears above the average as 3.44 compared 5.0 scale of Likert and the difference of satisfaction of learners between courses based NCS and general courses exists in the specialized colleges. The satisfaction of learners of the three majors compared the total 23 majors are high and they occupies 13.0%. This means that the courses based NCS should need the method in order to increase the satisfaction of learners. But in case of D college, learners of courses based NCS at the fourteen majors of the total 23 majors have their more positive attitude for their learning compared with the attitude of general courses.

• Journal of the Korean Data and Information Science Society
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• v.24 no.6
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• pp.1285-1296
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• 2013

The fundamental concerns of this paper are to analyze the effects of student course evaluation using subject characteristic and student characteristic variables. We use a 2-level hierarchical linear model since the data structure of subject characteristic and student characteristic variables is multilevel. Four models we consider are as follows; (1) null model, (2) random coefficient model, (3) mean as outcomes model, (4) intercepts and slopes as outcomes model. The results of the analysis were given as follows. First, the result of null model was that subject characteristics effects on course evaluation had much larger than student characteristics. Second, the result of conditional model specifying subject and student level predictors revealed that class size, grade, tenure, mean GPA of the class, native class for level-1, and sex, department category, admission method, mean GPA of the student for level-2 had statistically significant effects on course evaluation. The explained variance was 13% in subject level, 13% in student level.

• Journal of Engineering Education Research
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• v.13 no.1
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• pp.62-69
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• 2010

Program learning outcome is widely used for assessing and improving program quality. There are various methodologies that can measure program quality and improve program learning outcomes. In this paper, we used formative approach in Capstone design course, since it is the most effective in terms of improving program learning outcomes due to the course's intrinsic nature. To integrate a formative approach into Capstone design course, we develop a feedback structure which is a key element in formative approach and define several sub phases that manage feedback structures and their own evaluation criteria. As a result, we observed a noticeable improvement for students performance in capstone design course.

• Journal of Engineering Education Research
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• v.9 no.3
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• pp.62-66
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• 2006

Although it has taken some time to apply the accreditation system in Korea, most programs have a very difficult time in assessing program outcomes, one of the most important standards in accreditation. The major purpose of this work is to suggest a method, so called course embedded assessment, by which to assess a course that includes several program outcomes. The course was evaluated based on student performance on each exam taken in the course as well as a report submitted by the students. The course embedded assessment provides not only an effective tool by which to assess course-set program outcomes, but also allow the instructor to follow up and/or modify the course material to be offered in next semester.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.25-31
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• 2011

These days, almost all of the embedded systems have microprocessors or micro-controllers in them as their brains. So microprocessor related subjects become very important and most engineering departments have those kinds of subjects in their curriculums with practice hours. However, in most universities in Korea, the number of students in a class is more than 40 and only one teaching assistant is assigned to the class. So it is very hard job to find out an appropriate method to evaluate the students' achievements in their practice hours fairly. In this study, the author introduces some suggestions for the evaluation of the students' achievements in microprocessor practice courses. In addition to it, the author also introduces some guidelines for contents of microprocessor related subjects.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.7
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• pp.183-191
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• 2018

This paper evaluates the achievement of program outcomes using course-embedded assessment for information security programs. In the case study concerning the development of course-embedded assessment used in this paper, we evaluate program outcomes using various evaluation tools including the course evaluation data. In addition, we consider the evaluation rubric and evaluation procedure for course-embedded program outcomes, set performance criteria, select the probe course with high contribution to the program outcomes according to curriculum flowchart, set course objectives for the probe course, and explain the rubric for each assessment tool to measure achievement level. Subsequently, we perform course-embedded program outcomes assessment, based on tests and projectevaluation tool for each program objectives, and present the achievement levels based analysis results. These results prove the effectiveness of the proposed course-embedded assessment for program outcomes.

• Journal of the Korean School Mathematics Society
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• v.18 no.3
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• pp.335-352
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• 2015

In this paper, we selected 145 students from engineering college students who took P University's the Scholastic Level Assessment and registered the Basic Mathematics Class among the students who achieved 4th~7th grade in the mathematics B-type of the College Scholastic Ability Test. We compared and analyzed the correlation among the chosen students' grade for the College Scholastic Ability Test, test results of the Scholastic Level Assessment and mid-term test of the Basic Mathematics Subject, type of college entrance and actual condition survey of students in order to derive optimized teaching method for general mathematics subjects which can possibly increase the students' academic ability.