• Journal of Creative Information Culture
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• v.6 no.2
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• pp.101-106
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• 2020

In preparing for future education, the need for software education is increasing. In addition to the content of operation, the assessment portion issues have emerged as an important area in software education. In this study, we wanted to look at the effectiveness of the learner-led assessment in software education through literature research and consider what this suggests to the schooling. According to a study conducted on software education for elementary school students, the student-led assessment showed significant effects on the improvement of students' creativity, problem solving, information literacy, and increased interests in software education. Further research efforts are requested to help the schooling prepare for future education through student-led software assessment.

• 한국정보교육학회:학술대회논문집
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• 2004.01a
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• pp.358-365
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• 2004

현대 사회에서 개발되는 제품이나 시스템, 소프트웨어는 개발자 중심을 벗어나 사용자 중심으로 변화하고 있으며 개발 단계에서 사용자의 사용성이 중요한 요소로 대두되고 있다. 교육용 소프트웨어에 대한 평가는 교수전략, 내용, 기술적 특성 둥을 중심으로 이루어지고 있는데 이는 개발자나 평가주체의 관점으로 실시되고 있으며, 실제 교육용 소프트웨어를 최종 사용하게 될 학생 중심의 사용성 평가는 미비한 실정이다. 교육용 소프트웨어를 사용할 학습자에게 가장 편리하고 쉬운 사용성을 확보해 준다는 것은 중요하다. 이에 본 연구에서는 소프트웨어의 사용성 평가 기준, 웹 사이트의 평가 기준, 교육용 소프트웨어의 평가 기준을 분석하고 사용성의 평가요소를 추출하여 웹 기반 교육용 소프트웨어의 사용성 평가 기준을 제시하고자 한다.

• Journal of The Korean Association of Information Education
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• v.9 no.4
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• pp.583-593
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• 2005

Ministry of Education ＆amp; Human Resources Development has drawn up and carried out various plans to improve the education of the information communication technology application of teachers, who are the most central forces leading the education of the information communication technology. But this current efforts of teachers have put emphasis on the skill-trained abilities. In this study, I compare the internal with the external evaluation tools about the current abilities of the information communication technology application of teachers and have developed the self-evaluation tools for this based on a good point of these tools. Through these evaluation tools, teachers will be able to integrate and evaluate the abilities of the real teaching-learning instruction and the abilities of the information communication technology application on the whole.

• Journal of The Korean Association of Information Education
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• v.22 no.2
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• pp.195-203
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• 2018

This thesis is to presented a theoretical fundamental of an assessment criteria available to a conventional curriculum because informatics subject matter education became it. We analyzed Bloom's Knowledge Dimension, Taxonomy that have suggested most general theoretical base in the educational assessment area. Also a programming area which can improve computational thinking can be the most important chapter of the informatics subject matter. Thus this thesis applied Bloom's theory to KAIE's informatics subject matter curriculum made by 2017. And the result of the qualitative research through the expert panel was 14 items, 87% of Conceptual, Procedural Knowledge and 12 items, 75% of Understand, Apply Taxonomy of Bloom's Theories in the 16 items of the curriculum outlines. Applying Bloom Criteria to like these can provide theoretical fundamental of assessment trend, development of assessment tool requested in the conventional education.

• The Journal of Korean Association of Computer Education
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• v.12 no.5
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• pp.63-74
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• 2009

In this study, the contents of the revised curriculum in 2007 for the area of 'Information Society and Information Technology' in 'Informatics subject matter for middle school have been analyzed. In addition, evaluation standards have been suggested based on the achievement standards, which have been detailed according to the analyzed results in the study. Since the suggested achievement and evaluation standards have been developed based on the revision of the curriculum, the results in this study are expected to be helpful especially in 2010 for teaching and learning activities such as setting up the educational objects for teaching and learning, developing evaluation methods, improving the teaching and learning methods, setting the level and range of teaching and learning area, and etc.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.38-47
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• 2004

컴퓨터 과학에 대한 연구를 볼 때, 컴퓨터 과학의 순수 이론에 대한 연구가 대부분이며, 컴퓨터 과학을 교육하기 위한 교과 교육에 대한 연구는 다른 학문 분야에 비해 적은 실정이다. 이 논문에서는 교육 평가가 교수-학습, 학습과정, 학생의 학업 성취에 미치는 영향이 깊음을 인지하고, Conputing Curricula 2001에서 분류한 컴퓨터 내용학을 중심으로 각 내용학 영역이 궁극적으로 도달해야 할 평가 목표를 제시하고 컴퓨터 내용학이 지녀야 할 평가의 지향점을 찾아내고자 한다.

• Journal of The Korean Association of Information Education
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• v.5 no.2
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• pp.288-301
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• 2001

The essence of adapting education to the information age consists of two parts. One is the building of infrastructure for information education and the other is putting information and communication technology to educational use. Moreover, from a usage point of view, it is the most important thing that secures much educational software of good quality supporting adapting schools to the information age. It does mean the investigation about the plan of evaluation of educational software is important. Thus, in this study, we provide scientific information for efficient selection and use of educational software as end-users, and provide objective evaluation criteria of quality as a developer. In addition, through this research, we can lay the foundation for adapting education to the information age. For this purpose, we analyzed previous research relevant to the evaluation of educational software, divided the criteria of evaluation into three parts, educational, applicational, and technical, and develop the criteria of evaluation in detail.

• Journal of The Korean Association of Information Education
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• v.22 no.4
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• pp.473-489
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• 2018

Computer and Information Literacy(CIL) is one of Key Competences in 21st century. Many countries, including Korea, have adopted related contents in their national curriculum for conducting software education. With this movement, many book-type instruction materials for software education have been developed in Korea. However, it is scarce to find researches that evaluate the instruction materials from the perspective of CIL. In this study, we selected 4 instruction materials which were distributed by government with 'SW centered society' web site as well as were developed to teach physical computing for elementary students. Also, we analyzed if they can foster students' CIL. First of all, the evaluation framework was developed based on 'The Manual for Authorized and Approved Textbook' and 'The 2018 ICILS(International Computer and Information Literacy Study) Assessment Framework'. Then, 12 school teachers who have professional insight of software education evaluated the 4 instruction materials with the framework. Averaging the score given by evaluators, we determined that which instruction materials were superior or not. Finally, we figured out the characteristics of superior and inferior instructional materials. Based on the results of this study, we suggested implications for developing instruction materials for physical computing education to build students' CIL.

• 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.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.39-51
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• 2008

There exist many differences between the revised Informatics curriculum in 2007 and the current Informatics curriculum in junior-high school. The revised Informatics curriculum emphasized on the computer science principles and problem solving ability instead of the application program usage. Since the revised Informatics curriculum introduces a new section called 'Problem-solving methods and procedures', which is not included in the current computer curriculum, the development of achievement standards and assessment standards were needed in this section. This paper developed the achievement standards and assessment standards in 'Problem-solving methods and procedures' section in order to give the guideline of the teaching strategies and evaluation methods in the revised Informatics curriculum.