• Title/Summary/Keyword: Assessment for Learning

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A Note on the Use of Peer Assessment to Improve Pupil's Performance

  • Lee, Kyung-Koo;Mun, Gil-Seong;Ahn, Jeong-Yong
    • Journal of the Korean Data and Information Science Society
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    • v.19 no.2
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    • pp.443-450
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    • 2008
  • Peer assessment is the process of assessment of students by other students and one form of innovative assessment. It actively involves students in the assessment process and is generally agreed that such involvement enhances the quality and effectiveness of the learning process, since assessing something and benchmarking process is a powerful aid to mastering it themselves. It is more effective on the hard courses for them to understand. In this article we present a peer assessment technique which was applied to students enrolled in a mathematical statistics course and a historical course. In order to measure the effectiveness of the technique, students had to evaluate their colleagues based on predefined criteria and a comparison is presented between the instructor assessments and the peer assessment.

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An analysis of relationship between peer assessment results and self directed learning readiness in a team based learning objected on dental hygiene students (치위생과 학생들을 대상으로 한 팀기반학습에서 동료평가 결과와 자기주도학습준비도 점수와의 관계 분석)

  • Chae, Su-Jin;Hwang, Mi-Yeong
    • Journal of Korean society of Dental Hygiene
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    • v.9 no.3
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    • pp.536-544
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    • 2009
  • Purpose : This study aimed to examine the relationship between intragroup peer evaluation and self-directed learning readiness(SDLR) in an Introduction to Education class that used a team based learning(TBL). Moreover, it identified the specific components of the SDLR that predicted the peer evaluation results. Method : The research subject pool comprised of 87 $1^{st}$ students in D Health College. Each team was composed of 6~8 members, each of whom evaluated all other members on his or her team SDLR was measured by using SDLR-K-96. Results : SDLR and peer assessment scores had a positive relationship, confirming that SDLR was an important variable that could predict the peer evaluation scores. Among the SDLR factors, 'openness to challenge' and 'self-confidence as a learner' was shown to have the predictive power for the peer assessment. Conclusion : The colleges should provide dental hygiene students with learning opportunities on ability to do self-directed learning through diverse learning methods such as team based learning.

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Efficient Portfolio Assessment Methods in Kindergarten (유치원에서의 효율적인 포트폴리오 평가 방법 연구)

  • Hwang, Yun Se;Yang, Ok Seung
    • Korean Journal of Child Studies
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    • v.22 no.1
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    • pp.191-211
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    • 2001
  • This in-depth study of portfolio method centered on efficient methods of application, including teacher education. The study was carried out in 2 public kindergartens in Taegu. The efficient portfolio assessment method was developed by revisions after successive applications, observations, and discussions with the teachers of both kindergartens. The resulting efficient portfolio method is composed of step 1: portfolio conference and planning; step 2: development of the portfolio in the process of teaching and learning; step 3: selection of the materials for the portfolio; step 4: analysis of the portfolio; and step 5: use of the portfolio method. The practical application of the portfolio assessment is included in the forms used for teachers' observations of children's play and educational interventions. Teachers' interventions include verbal interaction, presentation of materials, and participating as partners. This teaching-learning method consists of teaching and assessment by sensitive and instant responses to children's needs.

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Data modeling and algorithms design for implementing Competency-based Learning Outcomes Assessment System (역량기반 학습성과 평가 시스템 구현을 위한 데이터 모델링 및 알고리즘 설계)

  • Chung, Hyun-Sook;Kim, Jung-Min
    • Journal of Convergence for Information Technology
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    • v.11 no.11
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    • pp.335-344
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    • 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.

Development and Application of Performance Assessment Materials for Home Economics Education (가정과 수행평가 도구의 개발과 적용 - 중학교 1학년 의생활 단원을 중심으로 -)

  • 심은희;손원교
    • Journal of the Korean Home Economics Association
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    • v.39 no.10
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    • pp.1-17
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    • 2001
  • This study is to develop cooperative learning aids for Clothing and Textiles classes, and to develop methods and tools for performance assessment. We have surveyed 127 students with‘class evaluation’questionnaire after teaching 9 classes through developed materials. As a result, we found that students preferred to cooperative learning and they tended to do their best in their assigned role in the cooperative learning. Meanwhile, we also found that they understood the assignment of performance assessment well and they felt lack of time to handle given tasks. It shows that we need to be flexible when applying a teaching method in a way that teachers give student more options to choose their duty and time span. Although a few students create a problem and delay their duty as disturbing cooperation in a group we anticipate that the developed teaching aids and performance assessment will be a great help to improve Home Economics classes. In closing, we believe that we can be open-minded Home Economics educators that continue to work on improving classes through developing diverse teaching aids and performance assessment.

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Applications and issues of the Learning Cycle to medical education (의학교육에의 교육순환모델(Learning Cycle)의 적용과 쟁점)

  • Kim, Bo-Hyun;Kim, Sang-Hyun
    • Korean Medical Education Review
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    • v.10 no.2
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    • pp.19-24
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    • 2008
  • Purpose: The 'learning cycle' proposed by Guilbert in 1981 has been accredited as an effective and useful model for curriculum design. Three components of learning cycle, learning objective, instructional method, and assessment are connected organically and form basic structure of curriculum. In this study, we intend to analyze how the learning cycle and its three components are applied to present medical curriculum and examine the points at issue of the learning cycle in medical education. Also, we try to identify the educational significance of the leaning cycle in medical education. Results: First, concerning the learning objective, it was identified that impractical and abstract expressions are major controversial points. Also, there is a need to make learning objectives covering entire medical curriculum. Second, because of various structural problems, it is hard to practice new and various instructional methods. Third, even though there is a growing need for medical curriculum to develop and utilize more various and detailed assessment and evaluation, it was revealed that only are standardized and traditional assessments mainly used. Conclusion: Synthetically, we have some suggestions as follows. First, it is necessary to specify and actualize the learning objectives. Also, instructional methods and assessments should be diversified. And finally, there is a need to build organic and delicate medical curriculum by applying the learning cycle to medical education more actively.

Development of Evaluation Items for Self and Peer Assessment of Team Members in Cooperative Learning (협동학습에서 팀 구성원의 자기 및 동료평가를 위한 평가문항 개발)

  • Boo, Sung-Mi;Park, Chan-Jung
    • The Journal of Korean Association of Computer Education
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    • v.6 no.4
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    • pp.1-10
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    • 2003
  • There are various kinds of instructional models in the 7th national curriculum. Among them, cooperative learning is given to students in some schools. In cooperative learning, the items for assessing the team members are required in order to evaluate the individual activities for problem solving, and to know the way of objective thinking each student does. Web-based environment is good for cooperative learning. In this paper, as a previous research work of web-based cooperative learning, we propose new assessment items which are based on the outcome D belongs to the set of 11 student learning outcomes design attributed framework developed by ABET EC-2000 and the cognitive categories defined by Bloom's taxonomy. These assessment items consist of self and peer assessment. The self assessment items include the evidence of the students' thought and their own assessment. On the other hand, the peer assessment can give the students the opportunities to participate in their activities enthusiastically, to offer interactive individual feedbacks, and to develop potential through various experiences.

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A Study on Learning Modules for Course Embedded Assessment of Soft Skills Program Outcomes (소프트스킬 프로그램 학습성과의 교과기반 평가(CEA)를 위한 학습모듈(안)에 관한 연구)

  • Kang, Sang Hee
    • Journal of Engineering Education Research
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    • v.23 no.6
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    • pp.40-50
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    • 2020
  • This paper proposes learning modules as a kind of integrated instruction model for soft skills program outcomes to enable CEA. Learning modules consist of course learning objectives(outcomes) described in detail, learning content(elements), learning activities(teaching learning methods), evaluation methods, evaluation rubrics so that they can be evaluated based on the performance criteria of the program learning outcomes. The unit of time for the learning module is 50 minutes. If this learning module is applied, it is expected that the soft skill program outcomes can be evaluated in the technical course. As a result of the expert feasibility study, the positive answers were much higher than the negative answers in most of the questions about the composition of the learning module or the method of managing the class.

How Do Medical Students Prepare for Examinations: Pre-assessment Cognitive and Meta-cognitive Activities (의과대학생은 시험을 준비하기 위해 어떻게 공부하는가: 평가 전 인지 및 메타인지 활동)

  • Yune, So-Jung;Lee, Sang-Yeoup;Im, Sunju
    • Korean Medical Education Review
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    • v.21 no.1
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    • pp.51-58
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    • 2019
  • Although 'assessment for learning' rather than 'assessment of learning' has been emphasized recently, student learning before examinations is still unclear. The purpose of this study was to investigate pre-assessment learning activities (PALA) and to find mechanism factors (MF) that influence those activities. Moreover, we compared the PALA and MF of written exams with those of the clinical performance examination/objective structured clinical examination (CPX/OSCE) in third-year (N=121) and fourth-year (N=108) medical students. Through literature review and discussion, questionnaires with a 5-point Likert scale were developed to measure PALA and MF. PALA had the constructs of cognitive and meta-cognitive activities, and MF had sub-components of personal, interpersonal, and environmental factors. Cronbach's ${\alpha}$ coefficient was used to calculate survey reliability, while the Pearson correlation coefficient and multiple regression analysis were used to investigate the influence of MF on PALA. A paired t-test was applied to compare the PALA and MF of written exams with those of CPX/OSCE in third and fourth year students. The Pearson correlation coefficients between PALA and MF were 0.479 for written exams and 0.508 for CPX/OSCE. MF explained 24.1% of the PALA in written exams and 25.9% of PALA in CPX/OSCE. Both PALA and MF showed significant differences between written exams and CPX/OSCE in third-year students, whereas those in fourth-year students showed no differences. Educators need to consider MFs that influence the PALA to encourage 'assessment for learning'.

The Effect of Web-based Multimedia Contents for a Course of Physical Examination and Health Assessment (웹기반 건강사정 멀티미디어 컨텐츠의 학습효과)

  • O Pok-Ja;Kim Il-Ok;Shin Sung-Rae;Jung Hoe-Kyung
    • Journal of Korean Academy of Nursing
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    • v.35 no.5
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    • pp.810-816
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    • 2005
  • Purpose: This study was to test the effectiveness of Web-based multimedia contents for Physical Examination and Health Assessment on learning achievement. Method: Multimedia contents based on Jung's teaching and learning structure model were used to enhance learning achievement. Learning achievement was measured by the knowledge of Physical Examination and Health Assessment. The participants of this study were students in a BSN and RN-BSN program in a university located in Seoul. 59 students in the experimental group received lectures using web-based multimedia contents and 75 students in the control group received regular lectures. Results: The mean score of the degree of educational achievement in the experimental group(mean=31.09) was significantly higher than in the control group(mean=25.55)(t=-3.883, p=.000). Conclusion: These web-based multimedia contents were found to maximizethe effectiveness of the teaching process when used as a teaching aid, and yet kept the strength of a face to face teaching learning method. This program is recommended as part of a main text, vital teaching aid or cyber lecture materials in nursing schools and in health care educational institutions.