• Journal of Convergence for Information Technology
• /
• v.11 no.11
• /
• pp.335-344
• /
• 2021

The purpose of this paper is the development of course data models and learning achievement computation algorithms for enabling the course-embedded assessment(CEA), which is essential of competency-based education in higher education. The previous works related CEA have weakness in the development of the systematic solution for CEA computation. In this paper, we propose data models and algorithms to implement competency-based assessment system. Our data models are composed of a layered architecture of learning outcomes, learning modules and activities, and an associative matrix of learning outcomes and activities. The proposed methods can be applied to the development of the course-embedded assessment system as core modules. We evaluated the effectiveness of our proposed models through applying the models to a practical course, Java Programing. From the result of the experiments we found that our models can be used in the assessment system as a core module.

• Human Ecology Research
• /
• v.62 no.2
• /
• pp.197-216
• /
• 2024

The dual aims of this study were i) to explore the effectiveness of an assessment method that can measure the competencies learned through high school home economics and ii) develop a competency-based assessment framework for high school home economics, including components of competency-based assessment, item development system, and other elements. The study involved the following stages: literature analysis, draft development, concretization, validity verification, and final version. Based on the results of the literature analysis and expert deliberation, a competency-based assessment framework for high school home economics was developed which comprised three dimensions: 'core idea' × 'process' × 'context and value'. Based on this, an item analysis table was presented to systematize various activities for the competency-based assessment of high school home economics, following which a holistic rubric suitable for competency assessment tasks was proposed by referring to the newly developed 'process' dimension assessment criteria. This study is significant in that it is the first to propose a competency-based assessment framework that systematically presents a variety of assessment activities. These will facilitate the development of assessment standards and tools that teachers can refer to or trust in the changing school environment due to the introduction of the standard-based assessment system based on a high school credit system, and the guarantee of a minimum achievement level.

• School Mathematics
• /
• v.2 no.2
• /
• pp.475-487
• /
• 2000

As a result of carrying out t-test against the learning activity that used the learning materials designed by level, significant disparity was found. Thus, it was found that hte effect of this learning activity became more visible with lapse of time. But the major cause by which there appeared small significant disparity as a result of testing is that the units of experiment were limited and that the period of using the learning materials was not long. In an analysis on the results of interest test, the experimental class also appeared to show the average score that was higher than that of the comparative class by 0.10 after converting a decimal point. The outcome of attitude test was that the experimental class showed a higher average score by 0.11, as a result of converting a decimal point, than that of the comparative class. So, a large number of students showed an improved reaction. But, there seemed some problems of the learning materials or the method of progressing the activity in changing under achievement students or students who avoided studying math. When the effect of the level-based learning activity was investigated, more than 80% of the experimental class’s students showed a positive reaction. Thus, it could be judged that students, who felt some burden at studying math, might be served more largely, not by teacher’s uniform instruction, but by an individual learning using the level-based learning materials that enabled them to do a systematic self-learning for themselves.

• Journal of Digital Convergence
• /
• v.17 no.4
• /
• pp.13-18
• /
• 2019

The purposes of the present study were finding out educational implications and enhancing the efficient use of computer-based assessments (CBA) in class designes. This paper examined associations of CBA perceptional typology, academic achievement, personality, and computer efficacy. Participants were fifty senior students who took more than 50% of CBA classes in a university that introduces online learning-based system (LMS) with CBA. As a result, there were significant differences between CBA types and GPA and between CBA types and personality. In other words, the CBA adjustment type showed the highest GPA score and CBA dissatisfaction/paper test preference type showed the lowest GPA. Similarly, in terms of personality, CBA adjustment typology was significantly higher conscientiousness than other types. CBA dissatisfaction type had the lowest score of conscientiousness. In addition, the higher the level of conscientiousness, agreeableness and neuroticism, the higher the GPA score. This study is meaningful in that it is the first attempt to seek links CBA type with academic achievement and personality.

• The Journal of Korean Society for School & Community Health Education
• /
• v.15 no.1
• /
• pp.45-59
• /
• 2014

Objectives: This study is designed to evaluate the influential factors of career decision-making self-efficacy and career identity by health science college students on their job preparation beaviors. Methods: The total 714 questionnaires were distributed to juniors and seniors of health science college, and the result was statistically analyzed through IBM SPSS statistics 20.0. Results: 1. There was no significant difference of job preparation behavior between male students and female students, and while seniors showed highly active job preparation behaviors, those who had high satisfaction level toward their major studies, high academic achievement, and outgoing personality had highly active job preparation behaviors. 2. Students with high satisfaction level toward their major studies, high academic achievement, outgoing personality, and high expected salaries showed high career decision-making self-efficacy level. 3. Students with high satisfaction level toward their major studies, high academic achievement and highly outgoing personality showed high level of career identity. 4. Subsidiary factors of career decision-making self-efficacy were collection of job information, goal setting, planning, and self-assessment, and all of them showed correlation with job preparation behaviors. 5. Among subsidiary factors of career decision-making self-efficacy, "self-understanding" and understanding of job information showed correlation with job preparation behaviors. Conclusion: For improvement on career decision-making self-efficacy and career identity of health science college students, individual support, psychological support, educational support and other supports regarding job employment to provide wide paths and methods for job preparation behaviors are essential, and through various job employment education program and graded counseling, job preparation behaviors shall be promoted as a great strategy.

• Journal of The Korean Association For Science Education
• /
• v.36 no.4
• /
• pp.607-616
• /
• 2016

In the 2009 revised science curriculum, comprehensive verbs such as 'know (38%)' and 'understand (46%)' are used in more than 80% of the achievement standard. Many readers, such as teachers, textbook makers, etc. have difficulties in interpreting the meaning of achievement standard sentences with these comprehensive verbs. On the other hand, 'Trends in International Mathematics and Science Study (TIMSS)' uses more various and specific verbs to express the cognitive domain. In this study, we analyzed the 2009 revised science curriculum achievement standard focusing on the TIMSS cognitive domain assessment framework. We divided achievement standard to 228 sentences and three teachers analyzed the meaning of verbs in achievement standard. There were two main results of this study. First, the verb 'Know' was analyzed into different kinds of meanings, such as 'Describe (27%)', 'Recall/Recognize (25%)' and 'Relate (17%)', etc; and the verb 'Understand' was analyzed into 'Explain (37%)', 'Relate (27%)' and 'Describe (21%)', etc. Second, there appeared to have a disagreement among the three analysts during the process of interpreting the achievement standards when the level and scope of the contents of each grade is not clear. This study concludes that there's a need for continuous discussion on the use of verbs in achievement standard to promote clearer expressions for better understanding.

• Journal of Engineering Education Research
• /
• v.14 no.2
• /
• pp.13-20
• /
• 2011

This study aimed to seek the ways of improving program outcomes assessment systems for engineering education accreditation of South Korea through performing comparative analysis on those of the United States. Case-study research method was implemented to achieve the research goal. Five university programs, which have been well recognized as good practices in engineering education accreditation in the United States, were selected and analyzed. In addition, those of three universities in South Korea were chosen for comparative analysis, which were reformed by university affiliated Engineering Education Innovative Centers. The analysis results indicated that there were differences in each program's program outcomes, assessment level of program outcomes, evaluation methods on program outcomes achievement, and analysis and improvement records. It was drawn up that the evaluation methods on program outcomes achievement should be paid full attention. For better program outcomes assessment system, however, the followings are in more attention. Firstly, to establish program outcomes reflecting program goal. Secondly, to set up the detailed plans for analysis and quality improvement on program outcomes. Thirdly, to keep continuing efforts on curriculum update.

• Journal of The Korean Association For Science Education
• /
• v.44 no.2
• /
• pp.195-207
• /
• 2024

The purpose of this study was to explore high school science teachers' perceptions and practices regarding the implementation of achievement standards-based assessment (ASA) in their science teaching. To achieve this, semi-structured individual interviews were conducted with 20 science teachers who had implemented ASA. The participating teachers were asked to share their opinions on ASA implementation, the effects of ASA on changes in their teaching, and students' reactions to ASA. The results were as follows. Most of the teachers recognized that the initial intention behind ASA implementation began to be realized in schools only after course rankings were no longer required to be indicated. Some teachers felt that ASA allowed them to focus on students' progress, rather than evaluating them by achievement scores. It also helped some teachers identify students who were experiencing learning difficulties and offer appropriate support. In addition, some teachers acknowledged being able to reorganize their science lessons according to the essential goals of science subjects in the curriculum and provide more detailed feedback on students' achievements. However, some teachers expressed difficulties in setting an appropriate level of achievement for their lessons or in evaluating students' progress using qualitative methods. Lastly, the teachers expressed concerns about the remarkably lower motivation of some students for learning science after the indication of course ranking was no longer required.

• East Asian mathematical journal
• /
• v.40 no.2
• /
• pp.149-166
• /
• 2024

This study is to establish the domains and the standards of instructional evaluation on the teacher knowledge dealing with the knowledge of 'teaching and learning methods and assessment'. Especially, in this study, the instruction assessment standards are developed focused on the five types of mathematics competencies such as problem solving, communication, reasoning, connection, information and handling, which were emphasized in the mathematical curriculum revised in 2022. By the result, ten domains such as an instruction involving instruction goal and content, problem-solving competency, data treatment competency, learners' achievement level and attitude, communication competency, reasoning competency, connection competency, the assessment method and procedure based on the competency, the assessment tool development based on the competency, assessment result based on the competency were new established. According to those domains, the total 20 instructional evaluation standards were developed. This study is limited to consider the domain of 'teaching and learning methods and assessment' among the domains of teacher knowledge, while dealing with the elements of mathematics competencies in the standards. However, instructional evaluation standards reflecting these competencies should be developed in the other diverse domains of teacher knowledge.

• Journal of the Korean Society of Systems Engineering
• /
• v.11 no.2
• /
• pp.1-11
• /
• 2015

During the industrial plant system life cycle, required technologies are developed and assessed to analyze their performance, risks and costs. The assessment is called technology readiness assessment (TRA) and the measure of readiness is called technology readiness level (TRL). The TRL consists of 9 levels and through the TRL assessment, the technology to be developed and its components are assigned to their appropriate TRL. TRL assessment should be performed in each life cycle stages to monitor the technology readiness and analyze the potential risks and costs. However, even though the concept of TRL has been largely adopted by numerous organizations and industry, direct and clear assignment of target TRL for each life cycle stage has been overlooked. Direct mapping/assignment of target TRL for each life cycle has benefits as follow: (1) the technical risks condition of each life cycle stage can be better understood, (2) cost incurred if the technology development is failed can be analyzed in each life cycle stage, and (3) more effective decision making because the technology readiness achievement for each life cycle stages is agreed beforehand. In this paper, we propose a steel-making plant system life cycle and TRL assignment to each of the system life cycle stage. By directly assigning target TRL for each life cycle stages, we look forward to a more coordinated (in terms of exit criteria) and highly effective (in terms of technical risks identification and eventually prevent project failure) technology development and assessment processes.