• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.1
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• pp.47-51
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• 2010

Recently, the interest in Accreditation of Engineering Education, which aims at facilitating the development of engineering education and producing the high calibre of graduates in engineering schools, is increasing. The accreditation requires the students to prepare a portfolio which shows the educational achievements from all courses at the university. In the portfolio, educational activities and outputs of the student are included as a part of the achievements. Particularly, in the portfolio of design-related courses, outputs of the design the student has made until the graduation are accumulated. The outputs enable others to measure the design capability of the student and can be used as important reference materials when applying for employment or graduate school. In this paper, I propose a format of the portfolio for practical exercise courses, engineering design, and undergraduate design and explain the ways of the utilization of the portfolio.

• Journal of Engineering Education Research
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• v.3 no.2
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• pp.71-83
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• 2000

Portfolio are emerging as a prominent type of alternative assessment. Portfolio assessment is becoming increasingly clear that this method of collecting and evaluating student work over time has significant advantages over more conventional approaches to assessment. So the purposes of the study were to review the concepts and steps for planning and implementing portfolio assessment in engineering education. In education, portfolio can be defined as a purposeful, systematic, reflective process of collecting and evaluating student products to document progress toward the attaintment of learning targets. Four steps for planning and implementing portfolio assessment in engineering education were suggested as follows: 1) determine purpose 2) determine sources of content, 3) teacher evaluation of contents and student self-evaluation, 4) using of portfolio.

• Journal of Korean Home Economics Education Association
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• v.19 no.1 s.43
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• pp.15-33
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• 2007

The purpose of this study is to find the effect of improvement in student's learning attitude when applying portfolio, which is one of the ways for the performance's assessment suggested as an alternative of traditional assessment for the instruction of Home Economics subject. The results of this study were as follows; 1. We have developed the Portfolio materials; teaching and learning plans, the paper of activities of the class, materials of the instructions, and assessment materials from the instruction of total 13 times in the unit of 'making short pants'. 2. The instruction,'Making short pants' with applying portfolio, is very effective in terms of changing student's learning attitude positively - pride, self-confidence, interest, conscience of purpose, motivation for achievement, focus surroundings, self-study, friendship among classmate and etc. 3. The result of analyzing students 'thoughts shows that the majority over 90% of the students showed the positive attitude toward applied portfolio instruction. Here are the reasons that 'it's helpful to study', 'it can be focused better on the instruction', 'it give them satisfaction and couidence' and 'it can be increased abilities studying by oneself'. on the other hand, the negative side of the instruction applied portfolio is that it requires too much time to prepare portfolio materials. there is pressure because of a lot of assignments to do. Based on this result, we are expecting to increase student's interest in the middle school class of Technology and Home Economic and also to achieve development of the method of teaching and learning to enhance student's learning attitude.

• Journal of Industrial Convergence
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• v.20 no.2
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• pp.45-50
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• 2022

In this study, an e-portfolio system was constructed and utilized to communicate with students, while processing the overall procedure of teaching-learning activities as data for qualitative improvement in the non-face-to-face educational environment. The e-portfolio system was designed to support the entire process of reflection from the instructor's lesson planning, regular checking of the learner's understanding during the course operation process, online communication, and support for learner-centered educational activities. Analyzing the effectiveness of the communication-based learning effect between instructors and learners using the e-portfolio in liberal arts programming classes, which may be difficult for non-major students, a significant correlation was found in problem-solving skills, and midterm and final exams. Additionally, the result of analyzing the expanded applicability of e-portfolio satisfaction demonstrated a significant correlation with the students' computational thinking ability, test results, assignments, and academic performance. It was found to have a significant effect on the improvement of computational thinking ability. If non-face-to-face education is conducted using the proposed e-portfolio system type, it will be possible to improve the quality of online education, while communicating effectively with students.

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.204-213
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• 2019

This study examines the ePortfolio structure of IT company design interns and the differences among companies in 'Cofolios' site for employment of design major students. First, we examine the common configuration steps of ePortfolios [1. Project Brief${\rightarrow}$2-1. Investigation and Analysis${\rightarrow}$2-2. Strategy development${\rightarrow}$2-3. Virtualization, Final Design${\rightarrow}$2-4. Presentation, Evaluation, and Improvement${\rightarrow}$3. Read More]. Secondly, all the sub-items used in the ePortfolio were organized into words and classified into 6 stages. Finally, this was analyzed by majors and companies. Through this, the interns of the IT companies can [2-2. Strategy development] and that they are actively utilizing the 'connectivity' attribute linking the links. In addition, interns confirmed that the ePortfolio was structured differently depending on their major and the desired company.

• The Journal of the Korea Contents Association
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• v.19 no.1
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• pp.16-23
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• 2019

The purpose of this study was to examine the influence of completeness of the learning-portfolio on academic achievement and program satisfaction of college students participating in the learning-portfolio program. For the aim, the evaluation tool of the learning-portfolio was developed. It assesses the report of goals of the course, diaries of studying, and reflection journals. The data of the grade in the course connected with learning-portfolio, grade point average(GPA), and satisfaction surveys of learning-portfolio program for 389 college students joining in learning-portfolio program were gathered. The findings showed that the score in the evaluation tool of the learning-portfolio significantly and positively affects the grade in the course connected with learning-portfolio, GPA and the satisfaction of learning-portfolio program. The results imply that it is important to evaluate the quality of the learning-portfolio in order to improve the effect of learning-portfolio program.

• 한국지구과학회:학술대회논문집
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• 2002.09a
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• pp.43-44
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• 2002

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.233-243
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• 1998

Many science educators concern about the problems of assessment using paper & pencil test. Performance assessment is believed to be a very promising alternatives to traditional assessment. Portfolio assessment, a kind of performance assessment, has many desirable characteristics to foster students' creativity and increase students' responsibility for their own learning. However few research study has been dealt with this assessment method and few teacher adopts this method in science class. The characteristics and structures of portfolio assessment were explored by reviewing related literatures. The appropriate portfolio assessment was designed based on the results of exploration. For our primary science class, general and specific objectives are needed, depending on the nature of the instructional topics. The children's evidences for portfolio may be limited in their forms because of insufficient learning materials and reproducing facilities in classrooms. Large portions of children's evidence should be collected during class hours to reduce burdens of children. The evaluation criteria may be holistic rather than analytical because of large class size. Portfolio assessment will bring about many changes in primary science classes. Students' have more responsibility in science learning. Teachers will focus major instructional objectives, and concern more about students' meaningful learning. Although portfolio assessment requires more work to teachers and children it could be applicable to our science classroom.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.421-431
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• 2000

The purpose of this study is to investigate the effects of portfolio instruction on the creativity and scientific inquiry ability of 6th-grade students in science classroom. Four classes were sampled from an urban elementary school in southern part of Seoul. Two classes were assigned to experimental group and the other two classes to control group. Portfolio instruction was administered to the experimental group for 10 weeks, and traditional instruction to the control group. Data on students' creativity and scientific inquiry ability were collected prior to and after the treatment for both groups. Students' perception on portfolio instruction was investigated with experimental group after the treatment. The results of this study are as follows: (1) Portfolio instruction had a significant positive effect on creativity; (2) Students' originality, one of sub-domain of creativity, showed marked increase after portfolio instruction; (3) Portfolio instruction had a significant positive effect on scientific inquiry ability; (4) Integrated inquiry ability, a sub-domain of inquiry ability, improved meaningfully after portfolio instruction; and (4) Students' perception on portfolio instruction is very positive.

• Journal of the Korean earth science society
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• v.23 no.7
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• pp.610-610
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• 2002