• The Journal of the Korea Contents Association
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• v.14 no.3
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• pp.269-276
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• 2014

The purpose of this study is to investigate validation of the School Function Assessment(SFA) for Korean Version using Rasch analysis. The subjects were recruited 98 students with disabilities in Seoul, Kyoung-Ki, Chung-cheung. The data were analysed using Rasch analysis to investigate unidimensionality and rating scale model. The 4 items out of SFA Part II were found to be misfts. The 18 items out of physical tasks, the 14 items out of cognitive/behavioral tasks in Part III were found to be misfit. All rating scale in SFA was appropriate. Further studies are needed to investigate validity and criterion cut-off score for many students with disabilities.

• The Journal of Korean Association of Computer Education
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• v.20 no.2
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• pp.1-11
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• 2017

The demands of computer science education for non-majors in higher education is increasing but relevant evaluation tools for the students' computational artifacts are lack. This research aims to develop a scoring rubric to assess student's computational artifacts in non-major programming course at Computational Thinking point of view. The rubric was developed based on 'CT Practice Design Pattern' as a framework. The rubric consists of 'domain, skills, evaluation, evaluating resources, and scales'. Domains are 'Design of abstract model', 'Design and application of creative artifacts', and 'Analysis of the artifacts'. Experts reviewed the rubric to ensure contents validity. The rubric is resulted in reliable for consistency. This rubric can be revised and applied to application environment accordingly.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.5
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• pp.3046-3050
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• 2014

The purpose of the present study was to evaluate the effect of 7-point interval scale(EAI) and visual analogue scale(VAS) on perceptual judgement and the reliability of severity on voice problems by dysphonic speakers. 30 undergraduate students studying communication disorder were enrolled in the perceptual evaluation. Those listeners judged overall voice severity within the anchored(condition 1) and non-anchored scales(condition 2) for vowel prolongation and reading tasks by 25 speakers with voice disorder. The results of this study showed that the scores by VAS was significantly higher than EAI in both condition 1 and condition 2 for vowel prolongation and reading task. However, the scores by EAI method was higher than by VAS method on voice severity of vowel prolongation (condition 1) and reading task(condition 2). These results suggest auditory-perceptual scaling procedures must be more studied in the aspects of clinical application of voice disorder.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.85-105
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• 2008

The purpose of this study was to develop a narrative analytic scoring rubric through teacher-students negotiations, as an assessment of tasks using methods of experiment and practice for home economic(HE) in the middle school. In this study. an analytic rubric had been developed in the following three stages: In the first stage, all the things for rubric development were defined and prepared, by selecting tasks used for rubric application through a questionnaire survey, providing detailed directions on methods and procedures and needed items, and selecting a class for rubric negotiation and setting the development schedule. In addition, the method suggested by Ainsworth and Christinson(1998) in Student Generated Rubrics was used. In the second stage, performance criteria for tasks in terms of knowledge, skills, and attitude were developed, setting scoring framework and scales depending on assessment areas. Referring to selected scoring framework and assessment criteria, observable and assessable behaviors were used to describe rubric based on A, B, and C scale. Then, a primary rubric was developed through teacher-students negotiations, using rubrics made by group. In the last stage, the developed primary rubric was reviewed by an expert of HE education to test the validity. Moreover, the analysis to test the suitability of the final rubric assessment tool employed 46 copies of questionnaire collected from incumbent home economics teachers selected by way of random sampling mainly focusing on those teachers who were in the Master's degree program or completed the program at one university. As a result, the average of suitability of aa the rubrics were over 4.0 in th 5-point scale.

• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.407-417
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• 2007

The purpose of this research is to develop standards with which we can design an instrument to assess classifying inquiry skills by observing students' behavior and reported outcome which is not the paper and pencil test. This research is focused on developing a standard for analysis of classifying ability among research functions. To identify classifying inquiry skills, standards from classifying behaviors were comparing ways with other cards and using information included in the cards; Standards selected from the final reports were the appropriateness, inconsistency and hierarchy of the classification outcome. The standards were initially selected during the class with picture cards printed various birds appearances on the front side and their traits on the back which was specially designed among sixth graders. The picture cards prepared with plant leaves and stems had designed to identify whether standards was effective to assess student's classifying ability. The standards was an effective tool to assess student's classifying inquiry skills.

• Journal of Engineering Education Research
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• v.15 no.4
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• pp.76-84
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• 2012

The purpose of this study is to develop an evaluation criteria for students' portfolios in an annual intramural contest. To accomplish the purpose, evaluation categories and their questions were developed after previous literature, ABEEK's evaluation guidelines, and eight Universities' evaluation forms were analyzed. Furthermore, experts' validity tests were completed by showing that the evaluation criteria form was validated with a mean score of 4.24. Also, the inter-rater reliability was turned out with a high score of .86. The interview results by evaluators of students' portfolios made the final version of evaluation criteria form include five evaluation criteria categories and their allotted score portions: overall organization(40), personal information(15), certificates and awards(5), curriculum(15), and extra-curriculum(15). The importance of overall organization was discussed from the perspectives of teachers as well as students.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2003.11a
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• pp.1131-1138
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• 2003

본 연구에서는 사용자 중심의 지능형 자켓을 디자인하고 평가하는 인구의 첫 단계로 사용자 요구 분석을 실시하였다. 인지 지능형 자켓에 대한 사용자들의 태도 및 요구를 파악하는 사용자 그룹 인터뷰가 실시되었다. 인터뷰 참가자 집단은 도전감(challenge)을 준거로 신기술을 받아들이는 태도에 따라 얼리어댑터(early adaptor)와 래가드(laggard)로 나뉘어 졌으며 각각의 그룹에서 중요하게 생각하는 지능형 자켓의 중요 요소는 서로 다르게 나타났다. 얼리 어댑터의 경우 컴퓨터의 연장선상에서 기능적 요소를 중요하게 생각하였고, 래가드의 경우 옷의 연장선상에서 심미성과 즐거움의 요소를 보다 더 중요하게 생각하는 것으로 나타났다. 지능형 자켓의 초기 디자인 컨셉 방향은 얼리 어댑터와 래가드가 요구하는 각각의 요소에 대응하는 주제로 건강과 오락을 선정한 후, 이 주제에 맞는 구체적인 어플리케이션 아이디어를 사용자 인터뷰 및 아이디어 서술을 통해 수집하였다. 건강과 관련해서는 사람의 생체신호를 체크하는 기능이 운동복 및 잠옷의 결합된 형태로, 오락의 관련해서는 사람의 동작이나 자세를 교정하는 기능이 운동복 및 잠옷과 결합된 형태로 디자인된 지능형 자켓에 대한 요구가 수집되었다.

• Proceedings of the Korean Information Science Society Conference
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• 2000.04b
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• pp.711-713
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• 2000

본 논문은 멀티미디어의 특성을 활용하여 초등학교 5학년의 음악과 전 영역을 멀티미디어 CAI로 설계하고 구현함으로써 음악에 대한 기초개념과 악곡에 대한 이해와 관심을높이고 학습자에 대한 개별학습과 교수-학습의 효율성을 높이고자 하였다. 이에 따라서 멀티미디어 CAI에 관한 이론을 탐색하고 CAI의 설계원리 및 교과의 특성을 고려하여 Hannafin와 Peck이 제안한 코스웨어 설계모형을 모델로 하였다. 설계모델에 따라 교육과정을 분석하여 멀티미디어 적용요소를 추출하였으며 저작환경에 적합한 스토리보드 형식을 작성하였다. CAI 코스웨어 설계모형에 준거하여 객체지향적이고 상호대화적인 접근을 가능하도록 멀티미디어 디렉터를 도구로 사용하였다. 본 CAI 프로그램은 멀티미디어(Text, Image, Graphic, animation, sound)를 활용하여 주의집중과 동기유발을 높혔고 특히 가창, 기악, 창작, 감상, 이론적 내용, 형성평가의 모든 음악적 영역을 교육과정의 내용에 일치시켜 충실한 교수-학습이 이루어지게 하여 모든 교사의 현장수업에 대한 부담감을 감소시켰다.

• Korean Journal of Child Studies
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• v.21 no.3
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• pp.107-117
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• 2000

This study examined a portfolio scale for the assessment of the writing of 295 kindergarten children. The data were analyzed by Spradley's Developmental Research Sequence(DRS), using qualitative methods. Results showed that the writing portfolio scale for 4-year-olds includes "a word or write a children's name" "picture or word with shape of letters" and "scribbling or zig-zag". The writing portfolio scale for 5- and 6-year-olds includes "invented spelling" "write according to sound" and "omitted letters" "write a good hand". The writing portfolio scale for 4-, 5-, and 6-year-olds reflects their writing experience in daily life.

• Hwankyungkyoyuk
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• v.23 no.4
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• pp.96-111
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• 2010

The purpose of this study is to develop criteria that can evaluate the application and implementation process of Education for Sustainable Development (ESD). The subject of study is: What are the criteria to evaluate the degree of implementation of ESD in schools, and how can they be developed? In addition, the criteria questions for ESD were conducted by teachers from research and model schools in T city which applied ESD in school education. As a result, evaluation criteria questions have 3 major, 16 medium and 105 minor categories, which can evaluate ESD in school education by using a total of four kinds of analysis framework including the ESD criteria questions of ENSI (Environment and School Initiatives).