• 한국환경생태학회지
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• 제23권6호
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• pp.594-602
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• 2009

본 연구는 효율적 비오톱평가를 위해 일반적으로 적용할 수 있는 평가항목 및 평가체계를 개발하고자 하였다. 이를 위해 지금까지 선행된 연구사례들을 비교 검토하여, 현실적 적용가능성이 높은 비오톱 평가 항목 및 평가체계(안)을 도출하고, 선정된 사례지역의 적용과 자문회의 등의 계속적인 피드백 과정을 통하여 효율적인 비오톱평가를 위한 평가항목 및 평가체계를 제안하였다. 첫째, 비오톱평가를 위한 항목으로는 자연성 및 헤메로비, 다양성, 면적, 고립성 및 연결성, 복원능력, 희귀성 등 6개 항목을 제안하였다. 둘째, 비오톱 평가체계는 1단계 평가인 전체 비오톱유형에 대한 평가와 2단계 평가인 개별 비오톱에 대한 생태적 보전가치평가로 구분한다. 유형평가단계에서는 자연성 및 헤메로 비와 다양성 항목을 중심으로 평가하고, 개별평가단계에서는 고립성 및 연결성, 복원능력, 희귀성 등과 같은 항목을 중심으로 평가할 것을 제안하였다. 그러나 비오톱평가는 지역의 특성이 고려되어야 하므로, 본 연구에서 제안된 평가항목 및 체계를 기반으로 하여 지역의 상황과 여건에 맞는 평가항목 및 지표들을 충분히 검토하여 선택하고 필요시 세부평가지표들이 추가 보완되어야 할 것이다.

• 한국수학교육학회지시리즈A:수학교육
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• 제43권2호
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• pp.151-162
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• 2004

For the past several years, performance assessment has been widely used by mathematics teachers. The superiority of performance assessment items compare to multiple choice items has been discussed by many researchers, however these discussions tend to be lack of empirical data. Thus, this study aims to examine the effectiveness of tree response items in comparison with multiple choice items. Using the information function in Item Response Theory(IRT), item information of free response items and multiple choice items from the Third International Mathematics and Science Study-Repeat(TIMSS-R) were obtained and compared. Test informations of the whole mathematics area as well as each content area of mathematics were computed. On average, tree response items yielded more information than multiple choice items, especially in measurement and data interpretation. This study also revealed that free response items estimated students' mathematics ability more accurately than multiple choice items with smaller number of items.

• 한국학교수학회논문집
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• 제24권4호
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• pp.407-428
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• 2021

본 연구의 목적은 우리나라와 일본의 최신 개정 교육과정에 따라 최초로 시행한 중학교 국가수준 학업성취도평가 수학 문항을 비교, 분석하고 이를 바탕으로 우리나라의 수학과 교육과정 및 교수·학습의 개선을 위해 국가수준 학업성취도평가에 적용가능한 시사점을 도출하는 것이다. 먼저 두 국가에서 시행되고 있는 국가수준 학업성취도평가를 개괄하였고, 두 국가의 중학교 수학 학업성취도평가의 문항을 내용영역, 맥락, 역량에 따른 분석틀에 따라 수와 식, 함수, 기하, 확률과 통계 영역에서 두 국가의 문항의 특성을 비교분석하였다. 이를 바탕으로 실생활 맥락을 강조하고 문제해결 과정과 결과를 반성할 수 있는 문항 개발, 교육과정 개정의 중점사항을 반영한 평가 문항 개발 등의 국가수준 학업성취도평가 개선방안과 2022 개정을 앞두고 '증명' 용어의 도입 필요성 및 방법 등 교육과정 및 교수·학습 개선방안을 제안하였다.

• KIEAE Journal
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• 제14권4호
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• pp.11-18
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• 2014

Although assessing outdoor environment and green space in terms of sustainability and environmental performance is perceived as an important issue, most existing green building certification systems are more focused on buildings and indoor environment. Recently, the Sustainable Site Initiatives (SITES) has been developed by American Society of Landscape Architecture in order to evaluate sustainability of site development and outdoor environment. Separate from LEED, the SITES are increasingly receiving attentions as a reliable certification system in the United States. As a preliminary study to develop the items of outdoor environmental assessment, the present study is purposed to analyze the assessment items, grading system and applicability of SITES for better understanding on the system. Also it was compared to existing green building certification criteria, including G-SEED, LEED-NC, and LEED-ND in order to investigate similarities and discrepancies. The results would provide insights and basic data to improve assessment items for outdoor environment of G-SEED.

• East Asian mathematical journal
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• 제32권2호
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• pp.217-232
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• 2016

The purpose of this study is to investigate the assessment expertise of Mathematics' teachers, focusing on the competence in designing assessment item development. In this present research, I analysed how the teachers' competence appears in designing assessment items development when they generated problems the given problem into a new one. To examine this assumption, the following research questions were posed and investigated in the present study : How do Pre-service and In-service Teachers in primary schools develop the assessment item when generating problems the given problems into new problems? The result from the case study of metamorphosing the given problem into a new problem teachers used similar patterns switching numbers or changing units in order to develop new problems. Also, teachers in primary schools tend to develop problems as commonly as in the mathematics workbooks. In-service teachers tend to have better skills developing assessment items, but there were quite much of variability between individuals.

• 환경영향평가
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• 제22권3호
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• pp.265-276
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• 2013

This study assessed documentation status of each environmental assessment items by analyzing the 243 case of marine EIS on the Consultation System of Sea Area Utilization. Observed rate of tidal elevation, current, temperature, salinity in maine environment were below 20%. The EFDC tool is applied substantially in hydrodynamic modeling. The verification process, however, is very insufficient using the recent observed data. Also, in-situ assessment rate of pelagic organism such as phytoplankton was below 50%, and assessment for Chlorophyll a was not accomplished. Ecological index evaluation for zooplankton and benthic ecosystem were not considered in statements. Especially, the rational assessment on the fisheries resources and protected species were very limited. It was necessary that the core assessment items (checklists) were established for environmental scoping. Furthermore, suggestion of information related to development, regional coastal management plan, aquaculture farms, and facilities were enhanced. The redundancy problem of proceedings between Environmental Impact Assessment and Sea Area Utilization Assessment System was improved.

• 한국보육지원학회지
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• 제14권6호
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• pp.143-170
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• 2018

Objective: The purpose of this study was to develop assessment indicators and to verify the validity and reliability of the developed assessment indicators. Methods: A Delphi survey, focus group interviews, and content verification were conducted in order for experts to develop an evaluation index of the strengths of the day care center. A main survey was conducted on 438 daycare center principals and teachers to test their item quality, validity and reliability. Results: The final assessment indicators consisted of three areas, seven assessment criteria, 19 evaluation factors, 41 assessment items and a five-point rubric rating scale. As for the common strengths indicators, there were three assessment areas, five assessment criteria, 12 assessment elements and 22 assessment items. In regard to the selective strengths indicators, there were 3 assessment areas, 5 assessment criteria, 12 assessment elements and 16 assessment items. Conclusion/Implications: The efforts to confirm the strengths of daycare centers are expected to facilitate the identity building of the daycare center itself and for its organizational members to make a contribution to the qualitative improvement of childcare.

• 의학교육논단
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• 제20권1호
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• pp.20-31
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• 2018

Good assessment is crucial for feedback on curriculum and to motivate students to learn. This study was conducted to perform item analysis on the Medical Education Assessment Consortium clinical knowledge mock examination (MEAC CKME) (2011-2016) and to evaluate several effects to improve item quality using both classical test theory and item response theory. The estimated difficulty index (P) and discrimination index (D) were calculated according to each course, item type, A (single best answer)/R (extended matching) type, and grading of item quality. The cut-off values used to evaluate P were: >0.8 (easy); 0.6-0.8 (moderate); and <0.6 (difficult). The cut-off value for D was 0.3. The proportion of appropriate items was defined as those with P between 0.25-0.75 and D ${\geq}0.25$. Cronbach ${\alpha}$ was used to assess the reliability and was compared with those of the Korean Medical Licensing Examination (KMLE). The results showed the recent mean difficulty and decimation index was 0.62 and 0.20 for the first MEAC CKME and 0.71 and 0.19 for the second MEAC CKME, respectively. Higher grade items evaluated by a self-checklist system had better D values than lower grade items and higher grade items gradually increased. The preview and editing process by experts revealed maintained P, decreased recall items, increased appropriate items with better D values, and higher reliability. In conclusion, the MEAC CKME (2011-2016) is deemed appropriate as an assessment to evaluate students' competence and prepare year four medical students for the KMLE. In addition, the self-checklist system for writing good items was useful in improving item quality.

• 환경영향평가
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• 제13권2호
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• pp.57-71
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• 2004

This study aims to review the environmental impact assessment systems of Japanese local governments, to compare its outcome with the systems of Korean local governments, and to suggest the development direction for the environmental impact assessment systems of Korean local governments based on the result. The study results showed that, first, due to distinction in the political systems of Japan and Korea, while Japan has bottom-up environmental impact assessment systems, Korea has topdown environment impact assessment systems. Second, although introduction of national systems on planning was put on hold as a future initiative, local governments including Tokyo and Saitama are experimenting evaluation procedures tailored to local features by legislating them as regulations. On the other hand, while 'prior environmental review system' was in effect as a national system, nothing was practiced at all by local governments. Third, in a total of 47 Japanese local governments, about 45 projects and 44 assessment items were added to local government environmental impact assessment only and designated as target projects and assessment items. Fourth, in both national and local environment impact assessment systems in Japan, screening procedures to determine assessment by separating into Type 1 projects and Type 2 projects and scoping procedures to discuss assessment items in advance were introduced and in effect. This Japanese EIA system may serve as a good reference to the Korean national and local government EIA systems.

• 한국환경복원기술학회지
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• 제21권1호
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• pp.13-30
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• 2018

In terms of environmental friendly land use and objective environmental assessment, legislative assessment items of Environmental Conservation Value Assessment Map (ECVAM) consists of designated areas related to conservation and protection, and areas that are planned to be designated in the future. However, the gap with the reality due to omission of several protection areas and land use regulations, and assessment grades according to 3 division land use map of forest, agricultural land, and urbanized area, results in low application and utilization of ECVAM. Therefore in this study, the legislative assessment of the ECVAM was performed with new assessment items and its new ratings, to suggest an improvement in legislative assessment items of the ECVAM. As a result, legally protected areas of inhabited islands under absolute conservation, special wildlife protection districts, protected marine areas, environmental preservation sea areas, scenic spots, forest protection zone, traditional temple preservation zone, and 45 zone or district related to regulation of land use were additionally designated as new legislative assessment items. New grade ratings were given to each additional assessment items in consideration of the restrictions on acts. As a result of the legislative assessment based on the new assessment items and new grades, the 1st grade area increased by 3.47%, and the 2nd grade area increased by 19.35%. The 3rd grade area decreased by 8.54%, the 4th grade area increased by 2.95%, and 5th grade increased by 2.91%. In addition, the out-of-grade area decreased by 20.14%, considered to be a realistic assessment based on land use. With the improved legislative assessment, it is possible to provide a more accurate environmental assessment map. Increase usage of ECVAM is expected in providing regulations of land use and base data for integrated land management of land environmental planning.