• Journal of the Korea Computer Industry Society
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• v.8 no.3
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• pp.147-154
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• 2007

Many studies have reported that each evaluation had a stronger effect on the development of a student's teaming ability. Nevertheless, in reality schools rely on the results of summative evaluation after the lesson only for the purpose of learning evaluation. Such a method of evaluation is a result-oriented learning evaluation, with no consideration of developing process of loaming ability of each student. Existing learning evaluation has been considered difficult to process learning performance ability in a clearer manner, as it examines teaming performance ability by diagnostic evaluation and learning ability improvement by formative evaluation, separately. Therefore, this paper proposes a learning evaluation method incorporating diagnostic and formative evaluation, using a Fuzzy inference, for a more objective assessment of performance ability. The proposed method assessed teaming ability based on different weight values, in order to reflect the level of diagnostic and formative evaluation.

• Journal of Korean Port Research
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• v.7 no.1
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• pp.13-24
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• 1993

The rapid progress of the intermodal freight transportation in recent years has induced fierce competition among the adjacent hub ports for container transport. This brings increased attention to the evaluation of the port competitive ability. But it is not easy to evaluate the port competitive ability because this belongs to ill-defined system which is composed of ambiguous interacting attributes. Paying attention to this point, this paper deals the competitive ability of container port in Far-East Asia by fuzzy integral evaluation which is adequate to interacting ambiguous attribute problem. For this, the proposed fuzzy evaluation algorithm is applied to the real problem, based on the factors such as cargo volumes, costs, services, infrastructure and geographical sites These are extracted from the precedent study of port competitive ability, etc. The results show that the port evaluation factors come in following order ; services, costs, infrastructure, geographical sites and cargo volumes. There are some interactions(interaction coefficient, ${\lambda}=-0.664$ between evaluation attributes. The port competitive ability comes in following order : Singapore, Hongkong, Kobe, Kaoshiung and Busan. According to the sensitivity analysis, the rank between Busan and Kaoshiung changes when ${\lambda}=0.7$. From the analysis of the results, we confirmed that the proposed fuzzy evaluation algorithm is very effective in the complex-fuzzy problem which is composed of hierarchical structure with interacting attributes.

• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.137-149
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• 2016

The purpose of this study is to develop a descriptive paper test item which can evaluate elementary school students' HGA (scientific Hypothesis Generating Ability) and to propose a counting formula that can easily assess student's HGA objectively and quantitatively. To make the test item can possibly evaluate all the students from 6th graders to 3rd graders, the 'rabbit's ear' item is developed. Developed test item was distributed to four different elementary schools in Seoul. Total 280 students who were in the 6th grade solved the item. All the students' reponses to the item were analyzed. Based on the analyzed data evaluation factors and evaluation criteria are extracted to design a Hypothesis Generating ability Quotient (HGQ). As the result 'Explican's Degree of Likeness' and 'Hypothesis' Degree of Explanation' are chosen as evaluation factors. Also precedent evaluation criteria were renewed. At first, Explican's Degree of Likeness evaluation criterion was turned four levels into three levels and each content of evaluation criterion is also modified. Secondly, new evaluation factor 'Hypothesis' Degree of Explanation' was developed as combined three different evaluation criteria, 'level of explican', 'number of explican' and 'structure of explican'. This evaluation factor was designed to assess how the suggested hypothesis can elaborately explain the cause of one phenomenon. Newly designed evaluation factors and evaluation criteria can assess HGA more in detail and reduce the scoring discordant through the markers. Lastly, Developed counting formula is much more simple than precedent Kwon's equation for evaluating the Hypothesis Explanation Quotient. So it could help easily distinguish one student's scientific hypothesis generating ability.

• Journal of Families and Better Life
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• v.22 no.5
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• pp.1-16
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• 2004

The purpose of this study is to identify the expectation of vocational abilities and the level of the existing abilities of the door-to-door saleswomen in the cosmetic industry, in order to provide baseline information that can be used to improve sales ability. The data were collected from 1,168 respondents to a questionnaire. Major findings were as follows: 1. The most commonly expected aptitude for the door-to-door salesperson was the ability 'to gain the confidence from customers'. The other important aptitudes were 'good attitudes', 'product information' and 'pleasant personality and patience'. 2. The overall level of the abilities according to their self-evaluation when compared with the level of expected abilities was 64.9 %. The item that received the lowest self-evaluation was 'ability in developing new market and audience'. 3. Vocational ability expectation was affected most strongly by education level. The variables that affected self-evaluation were career paths, education level, income, sales volume and position.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.21 no.3
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• pp.193-200
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• 2021

This study was conducted to explore factors for evaluating creative problem-solving ability and to identify measurement items. After reviewing the previous study, a questionnaire was conducted, and from that, 7 factors and 26 preliminary questions were obtained. Regarding the creative problem-solving ability, problem-discovery ability, idea generation ability, idea evaluation ability, and idea execution ability were confirmed in the problem-solving process. In addition, the factors of interaction ability between problem solving practitioners and creative efficacy of problem solving practitioners were explored. Finally, in the above results, metaphors and figurative cognitive thinking ability and evaluation items for creative problem-solving ability of HTE creative education model were presented. Through subsequent studies, we hope to serve as the groundwork of the evaluation model of HTE creative education.

• Journal of the International Relations & Interdisciplinary Education
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• v.2 no.1
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• pp.29-41
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• 2022

In recent years, visual design has become an emerging industry that creates production value in various countries, and visual design teachers have become a key factor affecting the development of designers and even the trend of the design industry. Therefore, the requirements for the ability of visual design teachers have become particularly important. This study takes the visual communication teachers in colleges and universities as the research object. Focus on the composition of competencies that teachers have when performing their duties. First of all, through document sorting, it is based on the five aspects of knowledge ability, teaching ability, practical ability, management ability and professional ethics. A Likert scale questionnaire was developed on the evaluation of visual design teachers' competencies by interviewing 10 visual design industry experts and conducting two Delphi method interviews. This research refers to the relevant literatures such as curriculum research and teaching objective research of design major, and discusses the evaluation standards of visual design teachers' abilities in colleges and universities. Expert interviews have sorted out 12 criteria and 36 sub-criteria about visual design teachers' abilities, and verified their rationality through expert return visits. The establishment of this evaluation standard provides a certain theoretical basis for visual design teachers' ability evaluation and self-cognition.

• Journal of Engineering Education Research
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• v.18 no.3
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• pp.24-32
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• 2015

The purpose of this research is to consider theoretical points of view on a preceding research related to an engineering design and abstract the definition of engineering design ability, its subdivision and element on the basis of experts' recognition. To achieve this goal, various literature researches were carried out by examining domestic and foreign articles in journals, lots of dissertations, and books related to engineering design through theoretical consideration. And to secure the validity on the definition of engineering design ability, its subdivision and element through the theoretical study, a feasibility evaluation method by the experts was applied. And the feasibility evaluation of the experts was conducted through 2 stages. The major conclusions of this study are as follows. Firstly, based on the experts' recognition on the definition of engineering design ability, its subdivision and element, which were revised through the 1st feasibility evaluation and then utilized in the 2st one, the validity was confirmed, and the subdivisions of the engineering design ability were divided into 5 and the elements of the subdivision ability were 33. Secondly, the engineering design ability was defined as "the one to design a realizable product with consumers' demand fully satisfying, based on a knowledge application ability, thinking ability, communication ability, problem-solving ability, and teamwork ability to solve engineering problems." Thirdly, the subdivisions of the engineering design ability were divided as a knowledge application ability, thinking ability, communication ability, problem-solving ability, and teamwork ability.

• International Journal of Internet, Broadcasting and Communication
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• v.16 no.1
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• pp.36-46
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• 2024

This study is a descriptive survey to determine the effects of fundamentals of nursing skills education with peer evaluation on self-leadership, self-directed learning ability, and learning attitude. The factors affecting self-directed learning ability were peer evaluation, self-leadership, and learning attitude (F=118.81, p<.001), with an explanatory power of 50.4%. The factors affecting learning attitude were peer evaluation, self-leadership, and self-directed learning ability (F=48.89, p<.001), with an explanatory power of 29.5%. Based on the results of this study, we believe that it is necessary to apply various teaching methods such as peer evaluation and promote self-leadership to improve self-directed learning and learning attitude.

• Journal of The Korean Society of Integrative Medicine
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• v.11 no.1
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• pp.31-41
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• 2023

Purpose : This study was conducted to identify the common characteristics of older persons with sarcopenia and to explore the relationship between gait, balance, and stress using an integrated assessment tool. Methods : In this study, 95 people aged 65 years or older were screened using the sarcopenia diagnostic evaluation algorithm presented by the Asian Working Group for Sarcopenia in 2019. Skeletal muscle index, grip strength, and short physical performance battery were used as sarcopenia evaluation measurements. Based on the results of this evaluation, participants were grouped into the 'non-sarcopenia group' (41 participants) or the 'sarcopenia group' (54 participants). Participants underwent further assessment using an integrated evaluation tool capable of measuring gait, balance, and stress. Gait ability was evaluated using the timed up and go test, and balance ability was evaluated using the berg balance scale. And the stress of the last month was measured by modifying the stress index developed by a Korean researcher. Collected data were statistically analyzed using the independent t-test and Mann Whitney-U test. Results : The sarcopenia group and the non-sarcopenia group showed significant differences in all elements of the sarcopenia diagnostic evaluation. There were significant differences in all three integrated evaluation tools. For the evaluation of walking ability, the time measured in the timed up and go test was longer in the sarcopenia group, the berg balance scale score for the evaluation of balance ability was lower in the sarcopenia group, and the stress index was higher in the sarcopenia group. Conclusion : Through sarcopenia analysis using an integrated evaluation tool, it was confirmed that sarcopenia is closely related to decreased walking ability, poor balance, and increased stress. We recommend using this tool to reduce the risk of sarcopenia progression and stress exposure through the planning and implementation of an exercise program for sarcopenia prevention.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.101-111
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• 2000

The present study was carried out to investigate the actual condition of the evaluation of science learning in the secondary school, and to develop the basic data for the improvement of the science learning assessment. Various questions for three evaluative domains were asked to 51 science teachers with the questionnaire during the in-service training course for certificate on summer in 1998. The cognition of the table of specification appeared high as 98% responses to the questionnaire, but the teachers' ability to distinguish behavioral elements was low as 47% responses. The evaluative rate of three domains for knowledge, skill and attitude appeared as 45%, 35% and 20% evaluation in both diagnostic and formative evaluation and 40%, 40% and 20% evaluation in summative evaluation. The evaluation of process skill appeared a tendency depending on laboratory reports as 61%, and was higher rather than in the formative evaluation or summative evaluation. In the evaluation of attitude domain, about a half of teachers answered that they evaluated the domain with laboratory reports as 43%, and some teachers evaluated the domain with teacher's observation as 33%. Also there were a few teachers who did not evaluate the attitude domain as 8%. The rate for the elements of the process skill appeared 86% responses in the interpretation of data, 31% in the observative ability, 18% in the predictive ability, 14% in the classified ability, 12% in the measuring and data-investigating ability, 4% in the discussion ability, and 2% in the investigating ability. We could find out that many teachers had given higher rate in the evaluation of process skill and attitude rather than before the present study, therefore there was more improvement in the evaluation for process skill and attitude domain after the 6th curriculum.