• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.6
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• pp.2472-2478
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• 2012

This research is aiming to develop Semiconductor equipment maintenance certification course to train qualified maintenance experts more effectively requested in related semiconductor industry. In the course of research, we adopted diverse research technique such as interview, on-spot investigation, documentary references to analyze current status of related training facilities, and forecast the population of test applicants. We analyzed similar certification course(Craftsman SMT, Industrial Engineer SMT, Craftsman Mechatronics, Industrial Enginee Mechatronics, et) as reference to set up job objectives and curriculum of semiconductor equipment maintenance certification. We conducted survey on expectations on newly created certificate, presented evaluation standard and objective of test, and preliminary writing test and demonstration test. Based on the result of various research, we were able to present training program for semiconductor equipment maintenance certification and set the assessment standard of qualification exam.

• Korean journal of applied entomology
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• v.12 no.2
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• pp.79-82
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• 1973

1. In order to investigate Physiologic races of Puccinia gramininis f. sp. tritici as basic materials for tile breeding of resistant varieties to stem rust of wheat, this experiment was carried out during 1971 and 1973. 2. Twenty seven isolates of the fungus were identified as follows: two isolates of race 11, eight . isolates of race 17, and 21, four isolates of race 34, one each of race 37 and 56, respectively The remaining three isolates identified were not identical with the key issued by Stakman, et at in 1962. Therefore, the three new races were tentatively numbered $K_3,\;K_4\; and\; K_4,$ in addition to $K_l\;and\;K_2$ described in 1961. 3. Therefore, attempts to produce resistant varieties to stem rust of wheat should be accompanied by intensive investigation of Physiologic races of p. graminis f. sp. tritici in the future.

• Convergence Security Journal
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• v.6 no.3
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• pp.97-106
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• 2006

We have been setting in The age of Ubiquitous that people are able to connect networks whenever and wherever by developing network. We can take any classes anytime we want even right checking out the result of a test through the internet with the spread of networks. The development of net-works has created WBI(Web Based Instruction) which has covered the limit of conservative education for instance, there are some content differences whenever a teacher teaches for each class, it is hard to take a lesson after having a certain period, the process of the class is changed as time goes by and so on. As the study of WBI is actively being worked in this moment, a various of class models are showing and materializing. In WBI, the exiting Objective Checking Assessment is applicable, some of the Performance Assessment which inspects and judges students' actual performance is Working whereas teachers who actually give them points don't have a embodied Performance Assessment Program. In this paper, I will present a Performance Assessment to use conveniently Performance Assessment Program not just students carrying out Performance Assessment using the internet but also teachers dealing with actual administrative works.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.15-25
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• 2017

The purpose of this study is to verify the effectiveness of the flipped class by comparing Python programming classes divided into flipped class and general class. The participants who participated in each class had 36 students, so that they could participate in the class without knowing the difference of the class method. The students's academic achievement was applied the two groups with similar test items, and then the overall achievement were compared. The analysis showed that the achievements in flipped class in the basic grammar and intermediate grammar were higher than those in the general class. As a result of gender achievement analysis, there was no effect on the type of instruction. However, male student were generally higher in academic achievement. In conclusion, flipped class in the programming is a good way to improve students' understanding.

• Journal of The Korean Association of Information Education
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• v.13 no.3
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• pp.313-323
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• 2009

The objective of this paper is an implementation of analysing and predicting functions to promote self-directed learning for student's performance assessment system in programming subjects. By adapting Rubric model, the proposed functions inform a student of the assessment criteria and level to be carried out with respects to two-way specifications such as rational ability, problem solving ability and creativity. The proposed system also provides a graphical results of each ability instead of assessment result, for better understanding and analyzing himself/herself based on to the performance assessment and the result. Moreover, the proposed system contains a method to predict future achievement result with moving average technique. Therefore, an academic achievement can be precisely determined by himself/herself to estimate self-directed learning. The teacher can provide different level of educational resources such as supplement learning, problem explains and private instructor etc., in order to maximize efficiency of education.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.625-642
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• 2015

The purpose of this study was to develop and verify the feedback-enhanced performance assessment model through a variety of assessment strategies focused on the development of students. In order to achieve the purpose of this study, we analyzed the achievements of the sixth grade curriculum standards and set the central achievement standards in core competencies. We then established an evaluation plan to take advantage of a variety of methods and develop an assessment tool for process-based evaluation during lessons. We applied this assessment model to 6th grade students while teaching and learning mathematics in the classroom. The result of applying the performance evaluation model showed the improvement of students' reflective thinking ability. Also, some students who was not achieved at the level of 'N' could develop to the level of 'N + 1'. A long term research using various assessment strategies should be continued for effective help of students' mathematical development.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.132-142
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• 2010

The purpose of this study is to suggest the assessment method for PO6(teamwork) and PO7(communication skill), one of the most important assessment items in engineering accreditation. In this paper, we used the assessment criteria of Rubric, to empirically measure the teamwork and communication skill. Teamwork and communication skill (PO6, PO7) are the most critical social competences in modern society. Numerous studies on education showed that teamwork and communication skill can be enhanced through learning. We, therefore, need to investigate teamwork and communication skill in terms of education. However, research on the assessment method of the engineering accreditation, based on educational view is scarce. In this study, we suggest the assessment criteria of Rubric for PO6 and PO7 with the perspective of the education. We also tried to apply the developed criteria to the related subjects.

• Journal of Creative Information Culture
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• v.7 no.3
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• pp.177-185
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• 2021

In future education, the paradigm of education is changing due to changes in learner-led and assessment methods. In addition, AI-based learning infrastructure and software education are increasingly needed. Thus, this study aims to examine the effectiveness of AI-based evaluation in future education by combining it with learner-led assessment. Using AI education and evaluation literature and Step 7 of the Learner-Driven Software Assessment Method, we sought to extract evaluation elements tailored to elementary school level in conjunction with the 2015 revised elementary practical course content elements, software understanding, procedural problem solving, and structural evaluation elements. In the future, we will develop a grading system that applies AI-based learner-led evaluation elements in software education and continuously demonstrate its effectiveness, and help the school site prepare for future education independently through AI-based learner-led assessment in software education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.10
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• pp.34-38
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• 2016

This study aims to develop qualification criteria for training and establishing an expert pool of 3D printing operation experts and 3D printing development specialists in the emerging 3D printing industry. We investigate the domestic and international 3D printing industry, as well as 3D printing- related training institutions and quantity of test examinees. Utilizing competency analysis, this study examines the competencies and educational content of both 3D printing operation expert as well as 3D printing development specialists. In addition, a survey was conducted on the issue of institutionalization of qualification criteria for 3D printing operation expert and 3D printer development specialists. This study further proposes evaluation methods for qualification criteria for both 3D printing operation expert and 3D printer development specialists based on simulations of both written and performance tests. Based on the findings, this study proposes instructional program outlines as well as comprehensive guidelines for training and qualification processes for 3D printing operation expert and 3D printer development specialists.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.182-195
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• 2023

The purpose of this study was to analyze reports from research middle schools based on the criteria for process-focused assessment to find out how the characteristics of process-focused assessment were being implemented in middle school science classes. The analysis criteria for the characteristics of process-focused assessment (integration of lessons and assessments, evaluation elements and methods, content and timing of feedback, and learner growth management) were extracted. Using the analysis framework, the result reports of seven research middle schools for process-focused assessment were analyzed. In terms of integration of lessons and assessments, when the process-focused assessment was operated, the class and evaluation plan were well implemented based on the curriculum achievement standards, but the process-focused assessment was recognized as a performance evaluation. In terms of evaluation elements and methods, the evaluation element for knowledge was the main component, and competency was presented in the planning stage, but competency was not dealt with in class execution. The evaluation method was biased toward teacher-centered observation evaluation and written test, and the setting of scoring criteria for each evaluation element was insufficient. In terms of the content and timing of feedback, feedback was mainly provided based on achievement confirmation, but no case was found in which scaffolding was provided at an appropriate time for insufficient parts in the learning process. In terms of the learner's growth management, the competencies cultivated through science classes were included in the detailed subject specialties of the school record. However, little was shown in the report on how to systematically manage the process of developing learners' competencies and reflect the evaluation results to teachers' class improvement.