• Journal of the Korean Society of Food Culture
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• v.8 no.2
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• pp.103-116
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• 1993

The purpose of this study was to assess the nutrition education and training needs as a basis for program planning for day care children. Nutrition achievement test developed by American National Dairy Council and Iowa state University was modified and used for measuring the level of basic knowledge of food and nutrition for day care children. The results of this study can be summarized as follows 1. Over 70% of mothers indicated their children had a certain degree of food behavior and feeding problems in terms of unbalanced food habit, irregular meal period. 2. Mean score for the nutrition achievement test for day care children was 9.3. 3. The nutrition achievement test score for children with high socio-economic status was significantly higher than those of children with middle and lower group. 4. Inspection of the difficulty difference indices showed that over the 50% of the children had more items that were easier in the content of physiological facts than in the food handling and social psychological aspects of foods.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.435-457
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• 2013

The purpose of this paper is to discover effective teaching and learning methods for improving low level mathematic matriculants', who passed the early decision program, problem solving abilities by analyzing their error patterns in the special lecture for basic mathematics in P University. In this paper, we examine the matriculants' understanding and errors on the fundamental concepts of function, and continuity and differentiability of function based on the pre-examination. We also measure the their academic achievement in the special lecture for basic mathematics, and analyze the differences of error patterns between pre-test and post-test result on the concepts of continuity and differentiability of function.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.625-642
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• 2015

The purpose of this study was to develop and verify the feedback-enhanced performance assessment model through a variety of assessment strategies focused on the development of students. In order to achieve the purpose of this study, we analyzed the achievements of the sixth grade curriculum standards and set the central achievement standards in core competencies. We then established an evaluation plan to take advantage of a variety of methods and develop an assessment tool for process-based evaluation during lessons. We applied this assessment model to 6th grade students while teaching and learning mathematics in the classroom. The result of applying the performance evaluation model showed the improvement of students' reflective thinking ability. Also, some students who was not achieved at the level of 'N' could develop to the level of 'N + 1'. A long term research using various assessment strategies should be continued for effective help of students' mathematical development.

• Korean Journal of Community Nutrition
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• v.4 no.1
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• pp.83-94
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• 1999

This study was carried out to investigate the general characteristics of public health nutritionists, the current status of nutrition services operation, the recognition about nutrition services of public health center related man power, the job satisfaction and self-assessment and the need for a retraining course of public health nutritionists. The subjects were 58 public health nutritionists who responded to the questionnaire distributed at the annual retraining program in 1998. The results of this study are summarized as follows. 1) 46.5% of the nutritionists were 26-30 years old, 62.1% were 4 year university graduates 74.1% were food and nutrition majors and 51.7% were daily workers. 2) Among the public health center-related manpower, the recognition about nutrition services was the highest for the manager of family health section, followed by the head of public health centers, and then the general nurse in public health centers. 3) The ranking of the reasons for job satisfaction of the public health nutritionists was, relationship with colleagues(3.84), inhabitants response after nutrition counselling(3.53), specialized value realization/conviction about duty(3.35), contents of the work(3.10), value achievement(3.08), self achievement/development(3.00), self discretion(2.92), participation in policy decisions(2.90), work load(2.75), chance of retraining and acquisition of new information(2.73), working environment(2.69), supervisio $n^port by superiors(2.67), salary(2.38), supply of necessary education material, technique(2.37), and budget security(2.22). 4) The satisfaction of the inhabitant's responses after nutrition counseling was the highest among the 4 year university graduates(p<0.05), the satisfaction of the specialized value realization/conviction about duty was the highest among the nutritionists 26-30 years old(p<0.05). Food and nutrition majors(p<0.05) and those having worked less than 3-5years at public health centers also showed much satisfaction(p<0.05). Satisfaction with the salary was the lowest among the food and nutrition majors(p<0.01) and daily workers(p<0.001). The satisfaction with the participation in policy decisions was the lowest among the daily workers(p<0.01). 5) The ranking for the level of self-assessment were, nutrition and dietetic practice(2.92), communication(2.80), management(2.77), public health science and practice(2.66)(p<0.01). The general characteristics such as the level of education, major, employment condition, current public health center's tenure, and charge experience of the nutrition guidance work were not significantly related to self-assessment except the management part(p<0.05). The higher the satisfaction of specialized value realization/conviction about the duty, the better the total score on the self-assessment(p<0.05)..

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.803-810
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• 2007

The purpose of this study is to develop and apply assessment standards for the reflection of science museum exhibitions in science curriculum. Assesment standards were developed based on the national achievement standards for earth science in elementary school. The researchers measured the reflection level and evaluation scale by applying the developed assesment standards to exhibitions in the National Science Museum. The results of this study showed that the reflection level and evaluation scale of science curriculum far elementary school in the National Science Museum were measured as 52% and 3.53 respectively. Especially, the level of the reflection of science curriculum in the National Science Museum was found to be at the high level in Geologic field and Astronomic field. These results indicate that the National Science Museum as an informal education institute is comparatively well connected to science education of elementary school. Science museum should be connected with school education and it should start after a substantial reflection on the curriculum. For this, science museum need to develop standards that reflect science curriculum. From this point of view, the results of this study can be used as basic data that evaluate the level of connection between science museum and school education and that guide the direction of development of science curriculum.

• Journal of the Korean earth science society
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• v.41 no.6
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• pp.684-694
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• 2020

In this study, we developed a rubric for assessing middle school students' conceptual understanding about dew point. For this purpose, we analyzed 9th grade students' responses collected by using a multi-tiers constructed-response item of National Assessment of Educational Achievement (NAEA) and classified the types of the responses according to their characteristics. In addition, we analyzed the distribution of student response types according to mean achievement scores and developed an assessment rubric of conceptual understanding about dew point. The findings are as follows: First, the analysis of student responses to finding dew point in the saturation curve showed that many students had no or lack understanding of the scientific concept of dew point. Second, as a result of analyzing the student response to the water vapor condensation process at dew point, the proportion of scientific conception types was very low, while the proportion of misconception types was relatively high and the types varied as well. Third, a four- level assessment rubric was developed based on the analysis of the distribution of student response types according to the mean achievement scores. Based on the findings, we suggested the development and utilization of assessment rubric in the field of Earth science education.

• International conference on construction engineering and project management
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• 2013.01a
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• pp.608-615
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• 2013

The major countries including Korea extend the national investment on R&D and implement the business performance diffusion policy as the knowledge based competition age arrives recently. The necessity for risk management and systematic management system for R&D achievement have been appeared to prevent the failure as the R&D scale becomes larger as it was said. For this matter, the organization such as NASA and DoD in USA defines the Technology Readiness Level (TRL) as a quantitative accomplishment management index and utilize the Technology Readiness Assessment (TRA) system as a criterion. Such tool is evaluated as very effective in the R&D project purposed the practicalization. It is expected that the disadvantage of evaluation system which is oriented to the academic accomplishment in its contents of current research and to contribute greatly to the practicalization of outcomes when such technology readiness level concept is applied to Korean national construction and transportation R&D project. Accordingly, this study analyzed the concept of TRL·TRA, the characteristics and current evaluation management system of Korean national construction and transportation R&D project and suggested the construction and transportation R&D project TRL·TRA performance model to accomplish the practicalization purpose.

• School Mathematics
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• v.13 no.4
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• pp.697-716
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• 2011

It is known that Korean students performs very well in mathematics but show poor attitude toward mathematics. However, attitude itself is an important goal of education and it also promotes students learning. Therefore, it is important and urgent for us to find a way to improve students' attitude toward mathematics. In this article, we tried to examine characteristics of Korean students' attitude toward mathematics and identify student and school level factors affecting it. For this purpose, we analysed National Assessment of Educational Achievement (NAEA) data in 2007 when NAEA was conducted especially focused on mathematics. Main findings of this research are as follows. First, we found that attitude toward mathematics got lower as students advanced to higher grades. And among 3 sub-domains of attitude toward mathematics, interest and self-confidence were lower than perception of value of mathematics. Secondly, attitude toward mathematics was mainly affected by student background variables such as gender, achievement, participation in private tutoring, father's education level. And while school factors contributed relatively little to students' attitude toward mathematics, teacher's perception on value of school education was positively related with students' attitude in high schools and emphasis on assessment was negatively related with students' attitude in elementary schools.

• The Mathematical Education
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• v.41 no.3
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• pp.319-328
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• 2002

The PISA(Program for International Student Assessment), an international comparative study supervised by OECD, aims at producing reliable and internationally comparable indicators of students' literacy in reading, mathematics, and science. In mathematical literacy, Korean students ranked the 2nd out of the 32 participating countries in PISA. This result is very encouraging in the sense that the scores in the mathematical literacy are a forecasting indicator for the mathematical level of future citizens who are supposed to lead their countries in every field. However, Korean students showed the largest gender difference in mathematical literacy, indicating that male students achieved significantly higher scores than female counterparts. With the consideration that mathematics plays a key role in determining the overall achievement level and influences on the long-term career opportunities, it is necessary to pay more attention to the gender difference in mathematical literacy, and make an effort to reduce it to enhance the overall intelligence level of Korean human resources.

• Journal of The Korean Association For Science Education
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• v.43 no.1
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• pp.17-28
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• 2023

In line with the entry into the digital-based intelligent information society, the science curriculum emphasizes the cultivation of scientific competencies, and computer-based test (CBT) is drawing attention for assessment of competencies. CBT has advantages to develop items that have high fidelity, and to establish a feedback system by accumulating results into the database. However, it is necessary to solve the problems of improving validity of assessment results, lowering measurement efficiency, and increasing management factors. To examine students' responses to the introduction of the new assessment tools in the process of transitioning from paper-based test (PBT) to CBT, in this study, we analyzed the results of the PBT and the CBT conducted in 2021 National Assessment of Educational Achievement (NAEA). In particular, we sought to find the effects on student achievement when only the mode of assessment was changed without change of items, and the effect on student achievement when the items were composed including technology enhanced features that take advantage of CBT. This study is derived through the analysis of the results of 7,137 third-grade middle school students taking one among the three kinds of assessments, which were the PBT or two kinds of CBT. After the assessment, the percentage of correct answers and the item discriminations were collected for each group, and expert opinions on characteristics of response were collected through the expert council involving 8 science teachers with experience in NAEA. According to the results, there was no significant difference between students' achievement results in the PBT and the CBT-M, which means simple mode conversion type of CBT, so it could be explained that the mode effect did not appear. However, it was confirmed that the percentage of correct answers for the construct response items was somewhat high in the CBT, and this result was analyzed to be related to the convenience of the response. On the other hand, there were the items with a difference of more than 10%p from the correct answer rate of similar items, among the items to which technology enhanced functions were applied following the introduction of CBT. According to the analysis of response rate of options, these results could be explained that the students' level of understanding could be more closely grasped through the innovative items developed through the technology enhanced function. Based on the results, we discussed some guidance to be considered when introducing CBT and developing items through CBT, and presented implications.