• School Mathematics
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• v.17 no.2
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• pp.331-353
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• 2015

The purpose of this study is to investigate expertise of mathematic teachers in development of designing assessment items, derived from development of assessing tools, which is a part of assessing competence of mathematic teachers. Analysis was made upon the difference between Pre-service and In-service teachers in terms of self-perception on assessment items. The assessing references of self-perception on developing in designing assessment items consist of followings: one's Beliefs and Self-Rating in designing assessment items. This investigation on self-perception was carried out by both pre-service teachers who are currently enrolled students in college and in-service teachers who are currently incumbent in secondary schools. This analysis based on 310 teachers' answers on self-perception of designing assessment items, both in- and preservice.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.199-213
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• 2017

The purpose of this study was to find out what pre-service teachers' views of as a good science class in evaluating class demonstrations. The study was conducted on 32 students in the second year of college who are attending teacher training schools located in central region, Korea. 32 pre-service teachers demonstrated the class with a group of 2 students, and a total of 16 lessons were demonstrated. They also evaluated the class by participating in 15 lessons except ones own class. Therefore all the collected evaluation papers were 480 sheets. This study analyze this evaluation paper and find out the good science class that earth science pre-service teachers think. As a result, the pre-service teachers' views of good science class analyzed by 3 categories. The three categories were 'Highly Engaged Instruction', 'Well-structured class design', and 'Qualitatively superior class materials'. In other words, the pre-service teachers' views that well-structured class design and active interaction were the requirements of good science class. This study confirmed that pre-service teachers can draw images of good science class through experience of class demonstration and class evaluation.

• The Mathematical Education
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• v.63 no.2
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• pp.369-385
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• 2024

With the advancement of digital technology, a variety of digital materials are being utilized in education. For their appropriate use of digital resources, teachers need to be able to evaluate the quality of digital resource and determine the suitability for teaching. This study explored how preservice teachers evaluate TocToc-Math, an Artificial Intelligence (AI)-based math support system. Based on an evaluation framework developed through prior research, preservice teachers evaluated TocToc-Math with evidence-based criteria, including content quality, pedagogy, technology use, and mathematics curriculum alignment. The findings shows that preservice teachers positively evaluated TocToc-Math overall. The evaluation tendencies of preservice teachers were classified into three groups, and the specific characteristics of each factor differed depending on the group. Based on the research results, we suggest implications for improving preservice teachers' evaluation abilities regarding the use of digital technology and AI in mathematics education.

• Proceedings of the Korea Technology Innovation Society Conference
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• 2017.05a
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• pp.393-407
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• 2017

최근 정부 R&D 방향을 보면 정부출연연의 역할은 중장기, 대규모 신규사업발굴에 초점을 두고 있으며 출연연 자체적으로 연구기획에 많은 투자와 노력을 하고 있다. 하지만, 출연연 주요사업 연구개발계획서에 철저한 준비가 되어야 함에도 기획 전문지식이 체계적으로 축적되지 않았으며 연구기획에 대한 좋은 본보기를 요구하는 연구자들이 지속적으로 이어져왔다. 이에 본 연구에서는 논리적이고 심도있는 검토를 거치는 사전평가 과정인 국가연구개발 예비타당성조사 사업을 본보기로 제안하며 주요사업 기획에 도움이 되는 평가항목들과 내용을 메타분석하고자 한다. 이를 위해 KISTEP에서 공개한 예비타당성조사 보고서의 평가항목들 중에서 출연연 주요사업에 적용될 수 있는 기술적 타당성 평가항목들을 선별한다. 그리고, 선별된 평가항목들끼리의 내용분석을 통해 사업 타당성에 대한 지적사항을 항목별로 정리하여 시사점을 찾아내고자 한다. 본 연구를 통해 주요사업 대규모, 중장기 연구기획 시 실무적으로 도움이 될것으로 기대한다.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.19-38
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• 2021

The purpose of this study is to examine pre-service teachers' noticing when evaluating peers' mathematical problem posing tasks. To this end, 46 secondary pre-service teachers were asked to create real-world problems related to permutation and combination and randomly assigned to evaluate peers' problems. As a result, the pre-service teachers were most likely to notice the difficulty of their peers' mathematics problems. In particular, the pre-service teachers tended to notice particular conditions in order to increase the difficulty of a problem. In addition, the pre-service teachers noticed the clarity of a question and its solution, novelty of the problem, the natural connection between real-world contexts and mathematical concepts, and the convergence between mathematical concepts.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.319-327
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• 2023

As the basic approach of national curriculum shifted from contents-based to competency-based, process-fortified assessment has been stressed. Accordingly, the focus of teacher's role as an evaluator changed to process-fortified assessment, which emphasizes the development of process-fortified assessment competency of pre-service teachers as well. This study aims to explore the effects of innovations of teacher development programs on pre-service teachers' process-fortified assessment competency. To achieve this goal, C University of Education implemented a course which was restructured by using PBL, and analyzed its effects on enrolled pre-service teachers in terms of process-fortified assessment. By systematically analyzing data of observation notes, project outputs, and opinion reports, it was found that PBL approach to the course restructuring had positive impacts on pre-service teachers' awareness and understanding about process-fortified assessment. This implies that providing learning experience reflected by process-fortified assessment perspective, like PBL, can play an important role to the development of process-fortified assessment competency of pre-service teachers. The results of this study are expected to be able to provide methods of innovating curriculum and instruction for developing process-fortified assessment competencies of teacher development institutions.

• Proceedings of the KIEE Conference
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• 2015.07a
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• pp.284-285
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• 2015

발전설비의 불시정지, 예상치 못한 전력수요 급증 등 전력수요와 공급의 불확실성에 대비하기 위해 예비력을 운영 하고 있다. 최근 풍력발전원의 지속적인 증가로 풍력발전 출력값과 예측값의 차이인 예측오차에서 기인하는 풍력발전출력의 불확실성 또한 예비력 산정 시 고려할 주요 요소로 논의되고 있다. 본 논문에서는 발전력의 상당 부분을 풍력발전원이 담당하는 전력시스템에서 산정된 운영예비력의 적정성을 평가하는 방안을 제시하였다. 기존의 전력수요 예측오차, 발전기 불시정지 뿐만 아니라 풍력발전원의 불확실성을 모두 고려해 산정된 운영 예비력의 적정성을 평가한다.

• Korean Journal of Mathematics
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• v.19 no.4
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• pp.495-521
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• 2011

In this paper, the self-evaluation, the peer-evaluation and the instructor evaluation on virtual mathematics lesson have been performed. The method of checking on the given evaluation item have been used. In result, a lot of difference was shown between self-evaluation, peer-evaluation and the instructor-evaluation toward virtual mathematics lesson. Pre-service teachers were shown as lacking awareness on instructional Virtual Mathematics Lesson' evaluation. Therefore it seems that we must have the opportunity to reflect on the teaching method through a great deal of experience on self-evaluation and peer-evaluation of virtual lessons.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.681-691
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• 2016

In this study, we investigated pre-service secondary chemistry teachers' use of teacher's guide in planning lessons. Eleven pre-service teachers at a college of education in Seoul participated in this study. Textbooks and teacher's guide books including various teaching materials were provided. Pre-service teachers used teacher's guide while they planned two lessons, which were a lecture and an instruction using science teaching model. A semi-structured interview was conducted. All of the teaching-learning materials and interviews were analyzed. The analyses of the results revealed that most pre-service teachers followed each lesson presented in teacher's guide, but they did not consider the structure of the whole unit and science curriculum. There were some cases that the exemplary lesson planning in teacher's guide helped them to select science teaching model. They modified the questions of textbook activity in planning their lecture. On the other hand, they modified the activity to fit each stage of the model in planning their instruction using science teaching models. Most pre-service teachers constructed their own worksheets by applying the materials of the teacher's guide. They recognized the components of assessment by considering exemplary lesson planning from the teacher's guide, and created questions by modifying the content of textbooks and teacher's guide books including various teaching materials. However, the questions which they made were limited in context of knowledge. They evaluated that introductory questions were not of interest to students, and modified or added new materials. Educational implications of these findings are discussed.

• Journal of The Korean Association of Information Education
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• v.19 no.2
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• pp.225-232
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• 2015

The goal of this study is to assess the effects of Scratch programming classes on preservice teachers by using computational thinking and cognitive evaluations based on Bloom's taxonomy. To pursue this research goal we measured preservice teachers' programming skills using cognitive evaluation items based on Bloom's taxonomy after preservice teachers took one-semester Scratch programming course. In addition, a survey focused on computational thinking (CT) concepts, CT practices, and CT perspectives was conducted. We also conducted artifact-based interviews to unpack preservice teachers' experiences of working on team projects and analyzed their experiences qualitatively. The results of this study are meaningful because we assessed preservice teachers' experiences comprehensively with both quantitative and qualitative methods. In addition, this study provides us with implications for evaluation perspectives in designing programming courses for preservice teachers by adopting Bloom's taxonomy scheme.