• Journal of Engineering Education Research
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• v.11 no.4
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• pp.46-57
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• 2008

The core of accreditation for engineering education is to improve the ability and quality of graduates through CQI system based on outcomes. For the program outcomes of the engineering education accreditation criterion, it is necessary to understand the relationship among education assessment, objective and curriculum. This study has focused on the program outcomes and the assessment. First the measure for improving the general problems of the program outcomes associated with assessment tool have been stated. And the detailed measure for practicing the program outcome, the assessment system and the assessment tool, which makes use of Rubrics, have been discussed. Therefore it is expected that the program outcome and the assessment may be conducted at universities with the assessment tool established in this study.

• The Journal of the Korea Contents Association
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• v.2 no.3
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• pp.22-30
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• 2002

In this paper, I propose and prove the evaluation standard for educational web contents. I divide the evaluation standards into five types -drill and practice, tutorial, simulation, educational game, presentation. It is proved the propriety of evaluation standards by experts. The evaluation standards presented in this paper can hep teachers to choose and to develop the educational web contents. Therefore it will contribute to decreasing a burden to prepare instruction used ICT for teachers and increasing the effect of Information-Oriented Education.

• Proceedings of the Korean Society of Disaster Information Conference
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• 2022.10a
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• pp.199-200
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• 2022

본 논문에서는 위험성평가의 이해를 돕기 위해 민간 기관에서는 위험성평가 담당자 교육을 개설하여 운영하고 있다. 위험성 평가 담당자 교육의 실효성과 그에 따른 개선과 교육의 효과적인 방법을 제시할 것이다. 윌콕슨 분석을 통해 644개 사업장에 대하여 재해 발생건수(합)을 분석하여 교육의 효과에 대해 분석하였다. 연구결과 18년도 기준 16, 17년도와 19, 20년도 간 재해 발생건수의 차이가 없는 것으로 나타났다. 교육의 효과를 증대시킬 수 있는 방법에 대해 고찰하였다.

• School Mathematics
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• v.12 no.3
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• pp.301-322
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• 2010

In this study, researchers developed the criteria evaluating mathematically gifted students' creative products, which contain such evaluation headings as cognitive abilities(; creativity, analytic thinking, expert skill and knowledge), performing ability of the Mathematically Gifted-Creative Problem Solving process. And then a case study is carried out to apply the criteria to an actual condition of mathematically gifted education. This case study shows that how teachers can apply those of model and criteria in actual condition of the mathematically gifted education. Through the criteria above mentioned, the characteristics of creative productivity can be grasped clearly and evaluated in detail.

• The Journal of the Korea Contents Association
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• v.20 no.6
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• pp.668-681
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• 2020

The overseas military education, which began in 1948, and the commissioned education of professional degrees, which was implemented in 1958 to obtain a degree for a professor at the Korea Military Academy, are expected to be expanded further in order to nurture talent who will lead the future and transformation of the Army in the era of the fourth industrial revolution. However, the Army's commissioned education system has been criticized for being high-cost and low-efficiency, and the systematic evaluation of the performance of commissioned education has also been insufficient. Therefore, this study examined the transition process of commissioned education by the ROK Army. The validity of the assessment area the CIPP evaluation model for the performance evaluation of commissioned education in the Army was verified through expert Delphi survey. According to the Delphi survey, the validity of the assessment area for the performance evaluation was all appropriate and various opinions on commissioned education were obtained.

• The Journal of the Korea Contents Association
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• v.13 no.12
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• pp.455-462
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• 2013

As the protection of personal information has been appeared as a main issue in educational institutions, the Ministry of Education, Science and Technology (currently the Ministry of Education) opened InfoSec Training Center to train personnels of educational institutions in 2012. To achieve the purpose of the establishment of the centers, each center needs to identify training target, make training roadmap and design specialized training curriculum. The paper aims to develop criteria to evaluate training and operating levels of InfoSec Training Centers using AHP.

• Journal of The Korean Association of Information Education
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• v.24 no.5
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• pp.511-518
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• 2020

Preparing for the Fourth Industrial Revolution and Corona-19, our education is expanding a new chapter of learning to the era of AI education that incorporates software technology beyond software education. In this study, we will analyze the case of learner-centered assessment in software education and examine the assessment direction of artificial intelligence education through its effectiveness. Through the case of applying learner-centered assessment to non-computer subjects including computer subjects, we sought the effects on learners' learning, environmental conditions and assessment models of learner-centered evaluation, and through the case of applying the learner-centered assessment model to software education, we wanted to find out what the learner-centered assessment in artificial intelligence education suggests to the educational site. According to the analysis, the learner-centered assessment had a significant effect on the learner's achievement goal, and it is expected that the learner-centered assessment in artificial intelligence education will be carried out smoothly when an objective evaluation system and objective evaluation model are designed to help the learner's assessment, building digital environment conditions based on intelligent information technology.

• The Journal of Korean Institute for Practical Engineering Education
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• v.1 no.1
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• pp.72-78
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• 2009

The program educational objectives(PEO) are defined as the goals that students should achieve in 3~4 years after graduation. Assessment tools for evaluating program educational objectives might be different for every program. In this paper, we developed and proposed assessment tools which include not only direct assessments through the present study but also indirect assessment through question rubrics. With the proposed assessment tools, we conduct a mimic evaluation for graduates and their employers in order to evaluate the degree of achievement of each PEO.

• The Mathematical Education
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• v.36 no.1
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• pp.1-10
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• 1997

수학교육에서 목표지향형 평가는 교육목표를 세분화시키고 목표한 평가 기준에 성취해야할 최저 수준에 입각해서 하는 평가이다. 일반적으로 수학교육의 목표에는 문제해결능력의 향상, 새로운 지도법의 개발, 교과과정의 개발 및 그 교과목의 시행과 추천하고자하는 평가법, 자력에 의한 발전적인 문제 해결지도와 수학적 사고력 향상에 있으며 그런 사고력 검정을 위한 문제 출제 및 문제 변별력 측정, 문제 해결 시도를 위한 효과적인 지도법의 개발 등은 모두 수학과의 목표지향형 평가의 개선에 유익한 시도로 인정되고 있다.(중략)

• Korean Journal of Comparative Education
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• v.23 no.5
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• pp.19-52
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• 2013

This study describes and compares the systems of school internal and external evaluation in South Korea and Sweden. Since education environment over the world has been changing commonly toward 'improving quality of schools' in 'decentralization of education', the more stress goes to 'education evaluation'. In this respect, school evaluation becomes a vital means to monitor schools and improve their weaknesses, as well as to enhance their strengths by informing the public of the results of evaluation. The research explores the systems of South Korean and Swedish school evaluation carried out by internal and external inspectors in order to compare the differences of two countries through qualitative methods by analyzing documents and articles related to school evaluation of two countries. Even though both South Korean and Swedish education have a 'school evaluation system as a unit', the approaches to it vary in accordance with the contexts of each country. In this regard, 'convergence' of having the same education policy of 'school evaluation' and 'divergence' of different approaches toward evaluation systems in each country have been examined in this study.