• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.275-290
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• 2014

This study aims to examine how secondary mathematics teachers perceive and how they use constructed-response assessment in their mathematics classrooms. For this purpose, we conducted a survey in Seoul, Inchun, and Gyeonggi-do; 189 teachers participated in the survey. Results from the data analysis suggest as follows: a) the secondary mathematics teachers participated in the survey seem to consider the primary goals of assessment through constructed-response items as evaluating student achievement and the development of students' thinking and creativity; b) the teachers perceive that constructed-response assessment would promote students' mathematical thinking and problem solving skills; c) in general, constructed-response items were included in both performance assessment(less than 20 percent) and paper-and-pencil test(20 to 40 percent); and d) constructed-response items were primarily used as a part of regular examination, rather than as an independent assessment.

• Journal of Digital Convergence
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• v.13 no.6
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• pp.327-339
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• 2015

The present study explored how 1) individuals' perception about attributes of exercise/fitness apps and 2) their motivation for exercise/fitness behaviors influence perceived usefulness and usage of the apps. A survey of 323 males and females in their 20's and 30's revealed that attributes of apps that satisfy their basic psychological needs are crucial in promoting perceived usefulness and usage of the apps. Participants were more likely to perceive exercise/fitness apps useful as they perceive them having more attributes related to autonomy and competence. The perception regarding relatedness attributes did not have the main effect on perceived usefulness but showed an interaction effect with relative autonomous motivation. This convergence study which examined health apps from the perspectives of psychology and public health provides practical implications to development and evaluation of health apps.

• The Journal of the Korea Contents Association
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• v.18 no.3
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• pp.354-360
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• 2018

Recently, the computer aided learning system has promoted a new educational concept and education system. The purpose of this study is to construct a theoretical model for the epistemic frame and evaluation tool which is emphasized according to the 21st century. Specifically, first, this study conducted a domain analysis of epistemic frame. Second, this study developed an evaluation tool to measure epistemic frame. Finally, the evaluation tool is examined in terms of validity and reliability using factor analysis and Cronbach's alpha. As a result, the theoretical model was presented through the consultation of the Advisory Group and the evaluation tool was empirically validated. We expect that this study will provide a useful information to researchers and practitioners who want to develop a computer based learning tool for learning epistemic frame.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.29 no.3
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• pp.229-244
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• 2018

The purpose of this study is investigate the level of awareness and interest of middle and high school students on performance evaluation book list, and regarding the correlation analysis of general satisfaction and academic achievement. For this purpose, each of the two middle schools and high schools in Seoul were selected, a total of 200 people were surveyed for each 50 students in each gender and grade. Research results, First, the analysis of gender and school level showed that there were differences in level of interest in performance evaluation books. Second, the analysis of differences in the level of interest in the list of performance evaluation books showed that students interested in the list of performance evaluation books spend more time evaluating performance. Third, the analysis of differences in level of awareness in the list of performance evaluation books showed that the relationship between knowledge acquisition and academic achievement was high depending on whether they were ware. There was also a significant relationship between selection criteria and general satisfaction.

• Journal of the Korea Society of Computer and Information
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• v.28 no.1
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• pp.87-92
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• 2023

With the continuous development of the speech recognition system, the recognition rate for speech has developed rapidly, but it has a disadvantage in that it cannot accurately recognize the voice due to the noise generated by mixing various voices with the noise in the use environment. In order to increase the vocabulary recognition rate when processing speech with environmental noise, noise must be removed. Even in the existing HMM, CHMM, GMM, and DNN applied with AI models, unexpected noise occurs or quantization noise is basically added to the digital signal. When this happens, the source signal is altered or corrupted, which lowers the recognition rate. To solve this problem, each voice In order to efficiently extract the features of the speech signal for the frame, the MFCC was improved and processed. To remove the noise from the speech signal, the noise removal method using the Gaussian model applied noise deviation estimation was improved and applied. The performance evaluation of the proposed model was processed using a cross-correlation coefficient to evaluate the accuracy of speech. As a result of evaluating the recognition rate of the proposed method, it was confirmed that the difference in the average value of the correlation coefficient was improved by 0.53 dB.

• Annual Conference on Human and Language Technology
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• 2017.10a
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• pp.143-146
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• 2017

심층학습 모델 중 LSTM-CRF는 개체명 인식, 품사 태깅과 같은 sequence labeling에서 우수한 성능을 보이고 있다. 한국어 개체명 인식에 대해서도 LSTM-CRF 모델을 기본 골격으로 단어, 형태소, 자모음, 품사, 기구축 사전 정보 등 다양한 정보와 외부 자원을 활용하여 성능을 높이는 연구가 진행되고 있다. 그러나 이런 방법은 언어 자원과 성능이 좋은 자연어 처리 모듈(형태소 세그먼트, 품사 태거 등)이 없으면 사용할 수 없다. 본 논문에서는 LSTM-CRF와 최소한의 언어 자원을 사용하여 다국어에 대한 개체명 인식에 대한 성능을 평가한다. LSTM-CRF의 입력은 문자 기반의 n-gram 표상으로, 성능 평가에는 unigram 표상과 bigram 표상을 사용했다. 한국어, 일본어, 중국어에 대해 개체명 인식 성능 평가를 한 결과 한국어의 경우 bigram을 사용했을 때 78.54%의 성능을, 일본어와 중국어는 unigram을 사용했을 때 각 63.2%, 26.65%의 성능을 보였다.

• 한국어정보학회:학술대회논문집
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• 2017.10a
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• pp.143-146
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• 2017

심층학습 모델 중 LSTM-CRF는 개체명 인식, 품사 태깅과 같은 sequence labeling에서 우수한 성능을 보이고 있다. 한국어 개체명 인식에 대해서도 LSTM-CRF 모델을 기본 골격으로 단어, 형태소, 자모음, 품사, 기구축 사전 정보 등 다양한 정보와 외부 자원을 활용하여 성능을 높이는 연구가 진행되고 있다. 그러나 이런 방법은 언어 자원과 성능이 좋은 자연어 처리 모듈(형태소 세그먼트, 품사 태거 등)이 없으면 사용할 수 없다. 본 논문에서는 LSTM-CRF와 최소한의 언어 자원을 사용하여 다국어에 대한 개체명 인식에 대한 성능을 평가한다. LSTM-CRF의 입력은 문자 기반의 n-gram 표상으로, 성능 평가에는 unigram 표상과 bigram 표상을 사용했다. 한국어, 일본어, 중국어에 대해 개체명 인식 성능 평가를 한 결과 한국어의 경우 bigram을 사용했을 때 78.54%의 성능을, 일본어와 중국어는 unigram을 사용했을 때 각 63.2%, 26.65%의 성능을 보였다.

• Korean Journal of Social Welfare Studies
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• v.43 no.1
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• pp.229-247
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• 2012

This research has analyzed the options of improving 'National Basic Livelihood Security Program' and factors influencing on them, focusing on the 345 social welfare officials' recognition and assessment of the program. As a result of the analysis, some difference has been identified in the assessment of respective options in accordance with how social welfare officials recognize and assess the program and its recipients. The assessments as to the options of improving restrictions on the able-bodied poors, implementation of the individual benefit method, and so forth were shown differently according to the age; years of service; amount of work; rationality of the criteria for selecting recipients; levels of payment by the 'National Basic Livelihood Security Program'; possibility of the recipients' exit from poverty; achievements of the self-supporting program; and evaluation of the program improvement efforts of the government. Based on this result of analysis, key tasks and improvement options for the 'National Basic Livelihood Security Program' have been explored on the occasion of the 10th anniversary of the program.

• The Mathematical Education
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• v.59 no.4
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• pp.295-312
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• 2020

This study aimed to investigate and compare perceptions of middle and high school mathematics teachers on assessment. For the purpose, we developed and used a survey consisting of two parts(importance/performance on assessment and general opinion on process-based assessment). We gathered data from 188 middle school and 125 high school mathematics teachers in Incheon area. An Importance-Performance Analysis(IPA) method was used for data analysis. As results, middle school mathematics teachers showed higher perception on both importance and performance in almost all area on assessment than high school teachers. In addition, research results based on teaching experience indicated that mathematics teachers having more teaching experience seemed to perceive high importance-high performance and low importance-low performance tasks more than mathematics teachers having less experience. In particular, middle school teachers recognized many low importance-high performance tasks according to their teaching experience. The IPA gave us different results depending on the school size. The larger the school, the more diverse opinions appeared tasks in low importance-high performance. From the general opinion on process-based assessment, the middle school mathematics teachers also seemed to have more positive perspectives and to be more active in assessment than high school mathematics teachers. Finally, we discuss implications for future policy formulation and implementation on process-based assessment.

• The Mathematical Education
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• v.61 no.2
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• pp.239-256
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• 2022

This study was to investigate the perception, performance, and difficulties of process-based assessment for high school mathematics teachers. As a qualitative case study, two in-depth group interviews were conducted with 6 high school mathematics teachers working in Incheon area. The two groups were one with more experience in process-based assessment and the other with less experience. As results, there were differences between the participant teachers' perception of process-based assessment and their actual performance depending on the experience. All six math teachers thought that the process-based assessment was intended to confirm the learner's characteristics, to evaluate the process, and to provide feedback on a regular basis immediately and individually. However, in the practical performance shared by teachers, the purpose of assessment was to create a school record. A group with a lot of experience prepared assessment criteria according to the national curriculum achievement standards, established affective assessment plans, and tried to provide individual feedback on a regular basis. On the other hand, the inexperienced group recorded the affective characteristics discovered by chance and provided temporary and large-scale feedback regardless of the achievement criteria. Finally, we suggested some implications based on the study results.