• Proceedings of the Korean Society for Food Science of Animal Resources Conference
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• 2004.05a
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• pp.406-409
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• 2004

본 연구는 난백의 거품형성능력 및 안정성을 평가하기 위한 표준화된 방법을 제시하였으며 제시된 조건으로 거품형성 능력 및 안정성을 평가한 경우 높은 재현성을 나타내었다. 또한 표준화된 조건을 이용하여 난백의 분말과정에서 발생하는 거품형성능력의 차이와 신선란의저장기간에 따른 거품형성 능력과 안정성의 변화를 구별할 수 있었다.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.73-79
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• 2004

정보 교과 교육과정의 평가에 관한 연구는 기존의 교육평가의 연구와 마찬가지로 대부분 평가 방법에 초점을 맞춘 특징을 보인다. 타일러에 의해 교육과정의 한 영역으로 자리잡은 교육평가는 구성주의 이론의 발달과 더불어 결과중심 평가에서 과정 중심평가로 관점이 이동하고 있으며 형성평가, 협동학습에 네트워크를 적용한 연구가 활발하게 진행되고 있다. 본 연구는 구성주의 이론을 바탕으로 세부 구성 요소들에 대하여 평가 구성요소 분류 개념에 따라 각 국의 정보교과교육과정 평가 체계를 고찰하였다.

• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.363-372
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• 2021

Aim of this study was to confirm the effect of teaching and learning methods on outcomes of learner according to learning style. For this, 22 of dental hygiene students(case group) was treated teaching & learning methods according to learning style while 24 of students(control group) was non treated. Pre-survey were performed before performance of program. Formative Evaluation(FE) was conducted in 2, 3 and 4 week of program respectively and summative evaluation(SE), survey of subject interest(SI) and learning motivation(LM) were conducted in 5 week. The result of study, FE, SI and LM after treatment were increased than before treatment in case group(p<0.05). SI and LM of case group were higher than control group(p<0.05). FE after treatment was increased than before treatment in he assimilator(p<0.05). SI and LM of case groups were higher than control group in assimilator and diverger(p<0.05). The result of correlation analysis, SI was related with SE, FE, LM(p<0.01, p<0.05). Thus, it is necessary to development, application and study of teaching & learning consider to learning style.

• Journal of the Korean School Mathematics Society
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• v.13 no.2
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• pp.243-262
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• 2010

CRESST(the National Center for Research on Evaluation, Standards, and Student Testing at UCLA) is now carrying out the research, which was scheduled for a five year period from 2007 to 2011. This research aimed at testing the effectiveness of the formative assessment program by continuously conducting the program on the target group and steadily applying the recurring feedback, in order to reform the teachers' teaching and to facilitate students' learning. To do this, CRESST has set out to develop the material for 7th graders since January 2007, and KICE(Korea Institute of Curriculum and Evaluation) have been running a collaborated research since July 2007, while sharing the instructional materials developed by CRESST. In 2008, the pre-test was conducted prior to this study in 2009. Especially, this paper deals with the Korean 7th graders' scholastic achievements in algebra domain measured by PowerSource(c). In addition, this study would examine the responses of teachers and students on its application.

• School Mathematics
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• v.12 no.2
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• pp.193-217
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• 2010

CRESST(the National Center for Research on Evaluation, Standards, and Student Testing at UCLA) is now carrying out the research, which was scheduled for a five year period from 2007 to 2011. This research aimed at testing the effectiveness of the formative assessment program by continuously conducting the program on the target group and steadily applying the recurring feedback, in order to reform the teachers' teaching and to facilitate students' learning. To do this, CRESST has set out to develop the material for 7th graders since January 2007, and KICE(Korea Institute of Curriculum and Evaluation) have been running a collaborated research since July 2007, while sharing the instructional materials developed by CRESST. In 2008, the pre-test was conducted prior to this study in 2009. Especially, this paper deals with the Korean 8th graders' scholastic achievements in algebra domain measured by PowerSource(c). In addition, this study would examine the responses of teachers and students on its application.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.494-502
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• 2005

This study investigated the current science teaching evaluation system implemented in schools and directions for improving teaching evaluation using literature review, survey, and teacher interview. The first part of this paper analyzed the types, roles, and major issues of the current science teaching evaluation. In-service teachers argued that the current teaching evaluation system was discredited because of the bureaucratic procedures of teacher performance review, showcase classrooms, teachers' views on classroom as their own personal space, low ratio of teaching component in the current teacher evaluation, untrained evaluators, and the absence of professional teaching standards. The second part of the paper investigated the need for a formative teaching assessment, an ideal type of teaching assessment, and the role of participants in the teaching evaluation processes. The way forward, therefore, is to start not at the level of the administrative superstructure but at the level of teachers who will assume responsibility for developing standards of practice as the basis for evaluating their own work and improving their own professional learning to provide quality assurance.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.479-490
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• 2000

The purpose of this study was to examine the effects of formative assessment with detailed feedback on students' science achievement, attitude, and interactions between the teacher and the students. For the study, 133 seventh graders were selected from a girl's middle school in Seoul, and assigned to the experimental and the control groups. The duration of the treatment was over a period of nine weeks. In the experimental group, detailed feedbacks on the solution, teacher's comments on the results, and relevant references were provided after each formative assessment. However, only the answers were presented in the control group. Prior to instructions, a achievement and a attitude tests were administered. After the instructions, follow-up tests which were similar to the pretests were also administered. The results showed significant difference between the two groups in science achievement. It was found that the usage of formative assessments with detailed and supportive feedbacks was more effective in stimulating students' interest, raising their confidence in the subject, increasing their participation, as well as reducing their anxiety. The results also strongly indicated that detailed feedbacks were more effective in improving the interactions of the teacher and the students. The results strongly suggest that formative assessment utilizing detailed and supportive feedback is a necessary component of effective science teaching and learning.

• Proceedings of the Korea Water Resources Association Conference
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• 2009.05a
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• pp.1965-1970
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• 2009

본 연구에서는 하천 물리모니터링 결과를 바탕으로 청미천 유역의 본류에 대한 하천 수변환경을 평가하였다. 평가 지침은 수생태 건강성 평가에서 제시된 지침을 따랐다. 평가 결과, 죽산천과 청미천 합류부 지점은 2등급으로 생태서식 여건이 좋은 편으로 나타났다. 모래로 된 교호사주가 좌우안 넓은 지역에 걸쳐 형성되어 있고, 하중도 및 식생 사주도가 형성되어 식생활착이 왕성하며, 주로 달뿌리풀 위주의 군락이 형성되어 있었다. 특히 합류점 상류 본천은 자연하천의 모습을 간직하고 있었으며, 양안에는 식생과 수목이 왕성하게 자연적으로 형성되어 있었다. 화봉천과 청미천 합류부 지점에서의 수변환경 모니터링 조사 결과, 하도는 정비되어 있으나 저수로는 사행을 유지하고 있으며, 제외지의 토지이용 상태와 하천 복개율 및 횡방향 인공구조물 상태는 비교적 바람직한 것으로 나타났다. 하도 내 저수로는 호안공이 설치되지 않고 흐름의 다양성 자연스럽게 형성되어 있다. 이 지점은 하천환경이 비교적 잘 보전되어 있어, 지속적인 보전을 위한 유지관리가 요구된다. 특히 죽산천에 축산 농가 및 시가지의 확장으로 오염원이 증가되고 이들이 하천으로 유입될 우려가 있다. 생태환경을 보전하기 위한 비점오염원 유입 차단 및 수질개선 대책이 우선시되어야 할 것으로 판단되었다.

• The Journal of Korean Association of Computer Education
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• v.7 no.1
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• pp.89-96
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• 2004

Formative evaluation is an evaluation activity performed in the process of teaching and learning. The general purpose of formative evaluation is to provide the feedback and correct identified problems in the process of teaching and learning. In this paper, we propose a system which provides each student with individualized feedback in formative evaluation. The evaluation questionnaire in the system are produced on the basis of the section criteria such as knowledge, comprehension, and application. The evaluation result is categorized and evaluated according to the given criteria. Then different feedback is provided for each student advising where he or she should make up for weak areas. Moreover our system offers instructors the itemized correct answer ratio data as well as sets of individualized feedback delivered to students. It gives an additional benefit to ensure the improvement of teaching methods.

• Asia Marketing Journal
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• v.4 no.1
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• pp.1-24
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• 2002

소비자의 의사결정에 관한 대부분의 연구는 상표수준(brand level) 선택에 그 초점을 맞추고 있으나, 소비자는 제품수준의 의사결정상황에 자주 직면하게 된다. 따라서 본 연구는 제품수준(product level)에서의 의사결정문제에 접하게 될 때 소비목적을 달성하기 위하여 제품 수준에서는 환기군에서 유도된 고려군을 어떻게 형성하는지를 전형성의 개념을 이용하여 살펴보았다. 그리고 이를 통해 선택된 특정제품에 대한 상표대안들에 대하여 환기군에서 유도된 고려군이 형성되는 전반적인 과정을 제품수준과 연결하여, 제품수준과 상표수준에서의 고려군 형성과 대안평가의 차이를 비교하였다. 연구결과 제품수준의 경우에서는 대안평가기준이 상표수준보다 추상적인 속성을 이용하고 있는 것으로 나타났고, 상표수준의 경우에는 제품수준보다 구체적인 속성을 이용하는 것으로 나타났다. 또한 제품수준과 상표수준에 있어 전형성 평가기준의 영향력이 다른 것으로 나타났는데, 이상적 속성과 속성구조가 고려군을 형성하기 위한 대안의 전형성 평가에 많은 영향을 미쳤으며, 상표수준의 경우에는 공통속성이나 접촉빈도가 더 많은 영향을 미치는 것으로 나타났다.