• Proceedings of the KAIS Fall Conference
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• 2010.05b
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• pp.653-656
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• 2010

개착식 구조물의 내진성능 예비평가는 설계자료나 현장조사를 토대로 지진도 그룹, 취약도 지수, 영향도 지수를 산정하여 내진성능 상세평가의 시행여부를 판단하는 근거가 되어왔다. 내진성능 예비평가를 적용했던 사례를 분석한 결과 평가항목 산정 시 근거가 미약하고, 내진성능 상세평가 대상으로 분류되지 않은 그룹에 대해 구조적 내진성능 확보가 불확실하여 내진성능 예비평가를 개정하였다. 개정한 내진성능 예비평가는 지진도 그룹, 취약도 지수, 영향도 지수를 적용하는 기존의 틀은 유지하면서 평가항목을 산정하는 근거를 명확하게 하였으며, 내진성능 상세평가를 실시하지 않는 그룹에 대해서도 간략하게 구조적 내진성능 확보여부를 검토할 수 있는 전단변형각을 도입하였다. 본 연구에서는 개정한 내진성능 예비평가를 기존 사례에 적용하여 결과를 도출하였으며, 기존의 적용 사례와 비교 분석하였다.

• Journal of Educational Research in Mathematics
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• v.22 no.2
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• pp.277-292
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• 2012

Teacher's competence in student assessment can be developed by the successive experiences that they choose assessment methods, develop assessment instrument, administer the assessment, score and grade students' responses, analyze, interpret, use, and communicate assessment results, and reflect the whole assessment processes. In this study I educated pre-service teachers in order for them to improve their assessment competence. Mathematics pre-service teachers practiced and reflected the assessment processes. In the aspects of reflections, I analyzed their journals about the knowledge of assessment, the dual situation as a student and a teacher, and their assessment practices. These areas are proved to interact each other, contribute pre-service teachers' assessment competence and construct the elements of assessment competence. And I identified the development of pre-service teachers' assessment competence quantitatively by the teacher's assessment competence test.

• Proceedings of the Korean Society of Computer Information Conference
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• 2015.07a
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• pp.119-120
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• 2015

본 논문에서는 공공사업의 예비타당성을 평가하기 위하여 한국개발연구원에서 예비타당성조사 수행을 위한 일반지침을 참고하여 H시의 공공사업에 대해 평가요인별 가중치산출 및 사업 시행여부에 대한 대안의 평가를 실시하였다. 구체적인 평가의 방법으로는 AHP를 이용하였으며, 한국개발연구원에서 제시한 평가시 고려사항을 참조하여 평자체계 및 설문지 등을 구조화 하였고, 해당 공공사업에 대해 예비타당성 분석을 실시하여 객관적인 기준에 의한 평가가 필요한 공공사업에 대해 합리적인 의사결정을 내려 보았다.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.505-518
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• 2014

The purpose of this study was to examine how pre-service elementary teachers develop mathematical tasks in the elementary teacher education program. Elementary pre-service teachers revise their tasks in clarifying representation, reflecting curriculum, modifying mathematical errors. Elementary pre-service teachers' perspective on assessment has been changed from focusing on tasks to focusing on students.

• Journal of Science Education
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• v.37 no.3
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• pp.458-475
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• 2013

According to instruction of standard-based assessment system, teachers with higher level of competence in student assessment are required. The purpose of this study is to offer the basic data to enhance pre-service physics teachers' competency in student assessment. 17 pre-service physics teachers, who are sophomore in department of physics education, participated in the study for a whole semester. To do this, we gave the assignment of multiple choice question construction in physics conceptest for formative assessment to pre-service teachers and observed review questions constructed by them. We also analyzed multiple choice questions of 17 pre-service teachers. They had 5 classes for the review process of the question and improved their questions through it. 16 of 17 pre-service teachers completed test design. Our results show that pre-service teachers had a little low competence in test design for classroom assessment. In addition to, constructing and revising questions, almost of them didn't have various perspectives and didn't consider to get information about the pre-conceptions of students. These findings indicate that they have difficulties with constructing multiple choice question and more specific plan needs to enhance the overall student-assessment competency levels of pre-service teachers for successful settlement of the standard-based assessment system.

• School Mathematics
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• v.18 no.1
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• pp.61-83
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• 2016

There has been a continual need for change of teachers' assessment practices as shifting a paradigm in education. Teachers' appropriate perception of assessment influences quality of assessment and leads to change of teachers' assessment practices. This study aimed at investigate prospective elementary teachers' perceptions on assessment in mathematics. To this end, we conducted a survey with the questionnaire which was developed based on previous studies on assessment. The questionnaire was composed of 41 questions about purposes and roles of assessment, materials of assessment, reliability of assessment, methods and strategies of assessment. 95 prospective elementary teachers participated in the survey. As a result, we found that prospective elementary teachers had appropriate perception on roles of assessment, materials of assessment and strategies of assessment, whereas they showed somewhat narrow perception on reliability of assessment, purposes and methods of assessment. Based on the results, we presented possible explanations about prospective elementary teachers' lack of perception on assessment and discussed implications for prospective elementary teacher education.

• The Mathematical Education
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• v.62 no.2
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• pp.211-236
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• 2023

The purpose of this study is to derive implications of preservice mathematics teacher education in Korea by analyzing the case of edTPA used in the preservice teacher training process in the United States. Recently, there has been a growing interest in promoting professional competencies considering not only the cognitive dimension related to knowledge development of preservice mathematics teachers but also the situational dimension considering reality in the classroom. The edTPA in the United States is a performance-based assessment based on lessons conducted by preservice teachers at school. This study analyzes the professional competencies required of preservice mathematics teachers by analyzing handbooks that described the case of edTPA in which preservice mathematics teachers in the United States participate. The edTPA includes planning, instruction, and assessment tasks, and continuous tasks are performed in connection with classes. Thus, the analysis is conducted on the points of linkage between the description of evaluation items and criteria in the planning, instruction, and assessment tasks, as well as the professional competencies required from that linkage. As a result of analyzing the edTPA handbooks, the professional competencies required of preservice mathematics teachers in the edTPA assessment were the competency to focus on and implement specific mathematics lessons, the competency to reflectively understand the implementation and assessment of specific mathematics lessons, and the competency to make a progressive determination of students' achievement related to their learning and their uses of language and representations. The results of this analysis can be used as constructs for competencies that can be assessed in the preservice in the organization of the preservice mathematics teacher curriculum and practice training semester system in Korea.

• Journal of the Computational Structural Engineering Institute of Korea
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• v.23 no.4
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• pp.425-434
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• 2010

This study presents the alternative evaluation technique for the high-rise building structural system. The alternative evaluation of the structural system is performed in three steps, that is, preliminary evaluation, main evaluation and detailed evaluation. The evaluation categories are composed of structural performance, economic feasibility and term of work. Each categories are composed of detailed items to evaluate of its own. In preliminary evaluation, qualitative evaluation based on experimental knowledge is performed. In main and detailed evaluations, quantitative evaluations based on numeric data are performed. The weighted-sum method is applied to integrate the evaluated results of each items and its importance. The applicability of the proposed method was verified by applying it to the practical buildings and simulate the procedures.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.90-99
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• 2020

The purpose of this study is to investigate the difference in science class ability, science pedagogy achievement and class evaluation factors according to elementary pre-service teacher's gender. Also, the correlation between science pedagogy achievement and science instructional ability was examined. Finally, the evaluation factors applied to the evaluation of science instruction according to male and female gender of elementary pre-service teachers were examined. This study was conducted from september 2019 to december 2019 for 88 elementary pre-service teachers attending P University of Education in Pusan metropolitan city. Among these 88 students, 32 elementary pre-service students were male, 56 were female. The conclusions of this study are as follows. First, as a result of analyzing the science instructional ability according to genders of elementary pre-service teachers, female elementary pre-service teachers showed statistically significant higher scores in science class ability compared to male elementary pre-service teachers. Second, as a result of analyzing the achievement of elementary science pedagogy according to gender of elementary pre-service teachers, female showed statistically significant higher scores for elementary science pedagogy than that of male. Third, as a result of analyzing the correlation between science instructional ability and elementary science pedagogy achievement, there was no statistically significant difference. This result can be applied both side of male and female. Fourth, both male and female pre-service teachers had various instructional evaluation factors, among which the linguistic factors of the instruction were used most frequently as criteria for instructional evaluation.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.836-849
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• 2010

The purpose of this study is to analyze changes of competency observed in teaching of pre-service science teachers through the teaching evaluation and reflective journal writings on science class during the period of student-teaching at high school. To do this, we videotaped all the science classes of six pre-service teachers participating in this study, evaluated their class teachings, and collected moving video clips recorded in their classes, reflective journals, interviews, instructional materials, and teaching evaluation they have provided. From the "Standards for teaching evaluation of science instruction" developed by Korea Education Curriculum and Assessment, sixteen evaluation elements were selected and used for the analysis. According to our results, all preservice teachers show improvement of teaching performance in most of the class evaluation elements as the number of science classes increases. They presented the lowest improvement in the 'to design meaningful learning program,' which was one of the sixteen elements. However, there are substantial individual differences in the pre-service teachers' teaching competence on each evaluation element. Although they thought that 'understanding of scientific concepts' is the most important part of a science class in the beginning of student-teaching training, they showed changes in recognition that 'interaction and respect' and 'managing student behaviors' are also important in the end. They have recognized that writing a reflective journal, based on the video clips recorded in class and teaching evaluation, helps improve their teaching competency. In addition, improvement in teaching competency has influence upon career-orientation towards the school teacher in the future.