• Journal of Engineering Education Research
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• v.8 no.4
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• pp.64-71
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• 2005

Portfolio contains works that a learner has selected and collected to show growth and change for a limited time period. In terms of an assessment tool, portfolio provides the results of the student with authentic, reflective, interactive and individuals features. Also portfolio provides an opportunity of improvement about curriculum and engineering program. To apply the excellency of portfolio, the principle of portfolio should be understood well and reflected the real state of engineering education. The basic concept of portfolio as a assessment tool of engineering program outcomes was introduced. The example of a portfolio has been also suggested in the form of interactive e-based model. The model has been developed that the assessment for program outcomes was rather done from a student standpoint.

• The Journal of Korean Institute for Practical Engineering Education
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• v.1 no.1
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• pp.25-29
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• 2009

Assessment of program achievement is an essential item to analyze and improve the engineering education program. Program achievements are the abilities to be obtained after finishing the 4 year engineering program, and the program achievements should be evaluated for the quality improvement of program. There are two important considerations to determine the assessment method. the first one is reliability and the second one is the feasibility. In this paper, we propose a assessment tools and introduce the assessment methods of program outcomes. The proposed method is designed to enhance the reliability and feasibility of assessment in engineering education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.7
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• pp.183-191
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• 2018

This paper evaluates the achievement of program outcomes using course-embedded assessment for information security programs. In the case study concerning the development of course-embedded assessment used in this paper, we evaluate program outcomes using various evaluation tools including the course evaluation data. In addition, we consider the evaluation rubric and evaluation procedure for course-embedded program outcomes, set performance criteria, select the probe course with high contribution to the program outcomes according to curriculum flowchart, set course objectives for the probe course, and explain the rubric for each assessment tool to measure achievement level. Subsequently, we perform course-embedded program outcomes assessment, based on tests and projectevaluation tool for each program objectives, and present the achievement levels based analysis results. These results prove the effectiveness of the proposed course-embedded assessment for program outcomes.

• Journal of Engineering Education Research
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• v.10 no.1
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• pp.97-108
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• 2007

Undergraduate thesis contains overall results that students has acquired to express their ability during four university years. Undergraduate thesis includes an ability to apply knowledge of engineering, communicate engineering logic and thinking effectively, and use the techniques, skills for engineering practice. In terms of an assessment tool for program outcomes, undergraduate thesis provides the results of the student with authentic, reflective, interactive and individuals features. Also undergraduate thesis provides an opportunity of improvement about curriculum and engineering program. To apply the excellency of undergraduate thesis, the principle of undergraduate thesis should be understood well and reflected the real state of engineering education. The basic concept of undergraduate thesis as a assessment tool of engineering program outcomes has been introduced. The rubrics for measuring of a specific outcome was also suggested.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.4
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• pp.154-162
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• 2017

The aim of study was to identify the reliability and validity of an evaluation tool developed on the basis of performance outcome in Women's Health Nursing simulation practicum. A total of 110 undergraduate nursing students were recruited from one college. Data collection of this study was conducted between August and December of 2014. The data were analyzed using factor analysis, multitrait/multi-item matrix analysis, Pearson's correlation coefficient, and Cronbach's alpha with SPSS win 20.0 program. An exploratory factor analysis demonstrated that the four-factor structures of 10 items explained 68.2% of the total variance. It was significantly correlated with the Critical Thinking Disposition scale(r=.42, p <.001). The Cronbach's alpha was 0.89,ranging from 0.61 to 0.92. The results of this study support the reliability and validity of this evaluation tool. It could be a useful tool in evaluating the performance outcome in simulation practicum for nursing students.

• Journal of Engineering Education Research
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• v.7 no.4
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• pp.22-31
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• 2004

The 'focus group' is a well established methodology to evaluate the characters and features of the mother group qualitatively. In outcomes based engineering education, it is a key issue to select a proper tool for evaluating the achievement of outcomes. Based on understanding of the method. A 'focus group' was introduced to evaluate the outcomes qualitatively in the engineering education. The issues in the procedure, implementation and analysis were studied. The guide manual for specific outcomes (life-long learning, contemporary issue, cooperation world-widely) was also suggested.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.4
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• pp.173-180
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• 2020

This is the report of a case study to describe the results of applying an evaluation tool for communication ability when performing core basic nursing skills in fundamental nursing practice education. The communication ability evaluation tool was constructed based on a literature review and expert advice. The tool was applied to test 94 students who were taking fundamental nursing practice courses from October to November 2019. As a result, five factors (self-introduction, eye contact, emotional support, information provision, and therapeutic touch) were derived as evaluable items of communication ability to be evaluated when performing core basic nursing skill, and were evaluated when performing core basic nursing skills to measure vital signs. The average communication ability was 3.96 out of 5 points. According to the rubric, 95.8% of all students attained 'medium' and reached their goal achievement level. The findings of this study are meaningful in providing an important basis for improving the performance outcome evaluation process and for constructing a systematic evaluation system in fundamental nursing practicum. Further studies to secure the validity and reliability of this communication ability evaluation tool and comparative studies with various evaluation tools are suggested.

• Journal of Engineering Education Research
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• v.11 no.4
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• pp.64-75
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• 2008

The purpose of the study was to verify reliability and validity of SDLRS instrument and to prove up possibility of usage as an evaluation method for evaluating life-long learning. Literature review and survey were used to accomplish objectives of the study. 218 students in department of mechanical engineering of A university at Gyunggi province were responded for SDLRS(Guglielmino, 1977) instrument. Data were analyzed using descriptive statistics, factor analysis, t-test, and ANOVA test. 58 items in original version instrument were converted to 23 items. There were 7 factors for assessing the self-directed learning readiness according to this measurement scale with a total variance of about 58%. The total reliability of the final 23 items was $\alpha$. The final 7 factors consisted of love for learning, openness for learning, self-perception, basic learning function and independence, acceptance of responsibility for learning, leadership and future directivity, and creativity and exploration. The result of SDLRS analysis according to individual background, there were significant statistically in the grade, period of employment in industry, entering graduate school or not, and GPA, but no significant statistically in sexual difference, employment in industry or not, final academic level of parent, and income level of the family. In the future, final instrument will be needed to check in the respect of correlation with another ability and skill influencing on life-long learning, and more study will be done for developing life-long learning.

• Journal of Engineering Education Research
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• v.14 no.1
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• pp.74-81
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• 2011

In this paper, the author researched to enhance course outcomes while increasing the interest in engineering design through the 'Introduction to Engineering Design Course'. Deviating from the current practice of engaging in content-oriented lectures, the redesign of the weekly lecture has been conducted with a focus on learning achievement in order to enhance design competency, teamwork and communication skills, which are the goals of the PO3, PO6 and PO7, respectively. Moreover, assessment tools have been developed according to learning achievement, and rubrics, the measurement criteria, have been defined according to the respective assessment tools, along with course goals for learning achievement and results analysis. To enhance course learning achievement, as well as to induce interest in and satisfaction with the 'Introduction to Engineering Design Course', a design project utilizing a Boe-Bot robot has been carried out. An evaluation on learning achievement and lecture has identified an increase in learning achievement and interest in design in comparison with that of previous lectures.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.69-77
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• 2011

In an accredited engineering program, there are two important means for achieving program outcomes. Students participating in a program are expected to achieve program outcomes through the program curriculum, because during the course of the program, they spend most of their time following the curriculum. However, it is very difficult to achieve the program outcomes only through the curriculum. Therefore, it is necessary to provide and manage non-curriculum courses in a program to make students achieve those program outcomes that the curriculum itself cannot provide exclusively. In this study, we conducted a case study on non-curriculum management systems as a means for supplementing a curriculum in order to enhance achievement of program outcomes, specifically, so-called, soft skills. We studied about 40 accredited engineering programs in Korea and proposed 30 non-curriculum courses with their evaluation units as well as the weighing criterior given to each non-curriculum course.