• Journal of Information Technology Applications and Management
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• v.13 no.3
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• pp.89-105
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• 2006

Information revolution shifted the meaning of education from traditional face-to-face education to technology integrated virtual one, namely cyber education. A new way of education, however, has not constituted its methodological standards either performance measurement scheme. The study probes the critical factors that influence students' achievement and satisfaction especially in the cyber education environment. Using hierarchical regression, important factors for students' achievement and satisfaction in the management education environment are presented. The results indicate that students' individual characteristics are relatively less influential for cyber education success. Rather, institutional supports including provision of in-depth interaction among students and with the instructor are more critical. We can infer that cyber education essentially requires three factors: in-depth interactions with instructor collaborative environment among peer students technical support from the institution.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.129-149
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• 2018

This study has attempted to analyze the achievement standards in the 2015 revised curriculum, based on the revision of Bloom's Taxonomy and aims to identify the knowledge and required competencies in the fourth industrial era. The results of this study are as follows: First, the knowledge dimensions was the highest 'metacognitive knowledge' in middle school, while 'factual knowledge' was the highest in high school, and 'knowledge of specific details and elements' was the highest subtype of all of the knowledge dimensions. The dimensions of the cognitive process, such as the terms 'apply' and 'analyze' in middle school, as 'understand' and 'evaluate' in high school have been treated inattentively. Second, the knowledge dimension and the cognitive process dimension according to key concepts display the metacognitive knowledge and 'understand' in development, the conceptual knowledge and 'understand' in relationship. While the 'metacognitive knowledge' and 'apply' in life culture, the 'procedural knowledge' and 'evaluate' in safety, the 'factual knowledge' and 'apply' in management and the 'metacognitive knowledge' and 'understand' in life design were extremely high. Third, the verbs used in the achievement standards displayed as 'explore', 'understand', 'analyze', 'practice', 'suggest', 'recognize' and 'evaluate'. Since the statement of the action verb is the very basis for determining the performance process, specific competencies may be achieved by reflecting on the actual achievement standards. These standards should provide us with a effective cognitive process for to understand a learner's performance skills and support the direction of the education required, through a strategy that refines the connection between content elements and functions and develop their competences for the future.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.135-159
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• 2020

The purpose of this study was to develop items of an essay response assessment that could align with the instructions and assessments in the high school home economics curriculum. The contents of the study were as follows. First, to establish an assessment plan, 14 achievement standards were analyzed in the assessment area, and the elements of the questions were developed including the content elements of a total of 29 questions. Second, to develop the assessment tools, preliminary questions suited to the structure of essay questions were developed, and the method of presenting data and scoring criteria to be utilized in the questions was selected. Third, to prepare the answers and the scoring criteria tables, the answers to the sample questions for each score were prepared in form of a scoring criteria table, and the objectives of the assessment, the scoring items, and the scores for each item were reviewed. Fourth, the developed questions and answers were revised and supplemented by teachers of the professional learning community through preliminary and mutual review on the components of the questions, the embodiment of the assessment objectives, the implementation of the assessment intent, and the grading. This study can be used as a foundational study for the development of essay-type questions and scoring criteria in essay assessment in the field of education. Furthermore, the results of this study could help teachers enhance their learners' ability to apply knowledge in the future.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.57-75
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• 2022

The purpose of this study was to analyze the contents of middle school technology and home economics textbooks(family life area) that reflect the school career education goals and achievement standards in the 2015 revision of the Technology and Home Economics curriculum. Five different textbooks on middle school technology and home economics written based on the 2015 curriculum were selected and the school career education goals and achievement standards developed by the Korea Research Institute for Vocational Education and Training (2021) were used as a framework for textbook analysis. The results are as follows. First, the units that cover career education contents the most were 'life design and career choice(n=87)', 'developmental characteristics of adolescents(n=36)', and 'low birth rate, aging society, and work and family balance(n=31)'. The major contents of career education covered in technology and home economics textbooks(family life area) were 'search for various professionals(24.30%)', 'exploration of the changes in the future society(22.74%)', and 'exploration of the changes in the job world(18.66%)'. Thus it was found that the goals and achievement standards of school career education are evenly reflected in the middle school technology and home economics textbooks(family life area) based on the 2015 curriculum.

• Journal of Science Education
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• v.48 no.1
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• pp.1-14
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• 2024

The Korean Science Education Standards (KSES) were developed to support the establishment of a domestic national science curriculum to respond to future social and environmental changes as an action plan to improve scientific literacy in the context of science education. In this study, we analyzed the relationship between KSES and the 2022 revised middle science curriculum focusing its learning contents and learning objectives and sought effects of the successful implementation of the curriculum. As a result, the content system of the 2022 revised middle science curriculum was highly related to the categories of knowledge in KSES. Attempts to deal with the content related to the nature of science was also confirmed through content elements in science and society domains. In the case of achievement standards, it was focused on some areas of the performance expectations in KSES, but the level of statement of the achievement standards closely matched the level of middle school students as suggested by KSES. From these results, it was possible to confirm the high relationship between the 2022 revised middle science curriculum and KSES, as well as the possibility of using KSES as an international indicator for establishing future science education plans.

• Communications of Mathematical Education
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• v.24 no.2
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• pp.385-413
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• 2010

The purpose of this study is to set appropriate targets for school-year levels and types of mathematical communication. First, I classify mathematical communication into four types as Discourse, Representation, Operation and Complex and refer to them collectively as the 'D.R.O.C pattern'. I have listed achievement factors based on the D.R.O.C pattern hearing opinions from specialists to set a target, then set a final target after a 2nd survey with specialists and teachers. I have set targets for mathematical communication in elementary schools suitable to its status and students' levels in our country. In NCTM(2000), standards of communication were presented only from kindergarten to 12th grade students, and, for four separate grade bands(prekindergarten through grade 2, grades 3-5, grades 6-8, grades 9-12), they presented characteristics of the same age group through analysis of classes where communication was active and the stated roles of teachers were suitable to the characteristics of each school year. In this study, in order to make the findings accessible to teachers in the field, I have classified types into Discourse, Representation, Operation and Complex (D.R.O.C Pattern) according to method of delivery, and presented achievement factors in detail for low, middle and high grades within each type. Though it may be premature to set firm targets and achievement factors for each school year group, we hope to raise the possibility of applying them in the field by presenting targets and achievement factors in detail for mathematical communication.

• Journal of Korean Library and Information Science Society
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• v.53 no.4
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• pp.211-232
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• 2022

Research performance evaluation has been based heavily on quantitative criteria. Various limitations however were revealed and the demand for excellence in research quality was growing and the importance of qualitative evaluation factors was increasing as well. The study investigates and introduces cases for improving research evaluation that have appeared around the world since 2010. To extract qualitative factors that can be introduced in research achievement evaluation in Korea this study investigated and organized the performance evaluation cases of foreign universities and proposed the introduction of the evaluation method in Korea. Qualitative evaluation factors were extracted by analyzing achievement evaluation documents evaluation procedures and evaluation standards of top 10 universities around the world. As a results this study proposes the use of various performance evaluation documents mulch-faceted evaluation and multi-level performance evaluation process and various qualitative performance evaluation standards. In traditional bibliometrics, while the degree of citation was measured when generating research evaluation indicators, future indicators may reflect recommendation scores as indicators, or include industrial connectivity and utilization in education / industry. It is hoped that the performance evaluation method will be balanced through this paper and ultimately the professor's research achievement evaluation will be a process that can help individuals grow into excellent researchers and develop the research environment.

• Journal of Technologic Dentistry
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• v.21 no.1
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• pp.165-187
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• 1999

We are studied the improvement syllabus of subjects in demtal technological curriculum that those are Tooth Morphology, Science of Dental Materials, Inlay Technology, Occlusal Anatomy and Dental Orthodontic Technology. Those improvement syllabus will be contributed to the achievement of national educational standards and arrangement to the technical performance of medical imaging procedure with the smallest exposure dose and the personal attributes of compassion, courtesy and concern in meeting the needs of the patients, and have a good knowledge of the dental technician professional competence.

• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.5-28
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• 2011

The ultimate mission of the university library is to provide the various information services in support of the teaching, research, and public service missions of the university. The achievement of the mission requires the optimal development and timely revision of university library standard that can be used as an operating guidelines and assessment tools. On the basis of this justification, this study has compared the trend and feature of library standards in major countries(USA, Canada, UK, Japan, Taiwan), analysed the problems and limitations of legal and recommended standards in Korea, and suggested the revised plan of Korean university library standard focusing on collections, staffs, and facilities.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.90-106
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• 2018

The purpose of this study is to examine the effect of the backward design reflecting the process-focused assessment on science learning achievement and science learning motivation in elementary science class. The process-focused assessment to support the growth and development of learners and the backward design that seeks a learner's complete understanding can be of great help to science learning. The results of study are as follows. First, we conducted the backward design reflecting the process-focused assessment centering on 'Earth and Moon's movement' unit, and reflecting various process-focused assessment to help achieve achievement standards. Second, as a result of science learning achievement test and science learning motivation test, there were statistically significant differences in the experimental group. It is expected that the process-focused assessment reflecting the characteristics of science subject will be utilized in the school field in conjunction with the backward design.