• School Mathematics
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• v.15 no.2
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• pp.263-288
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• 2013

This study was conducted to provide practical ways to apply interview assessments in classrooms. Interview assessments have been asserted to serve as one of the alternatives to the traditional paper-and-pencil tests. In order to propose ways for teachers to actively use interview assessments for mathematics assessments, relevant instruments were developed by analyzing a number of related theories. These instruments were developed in two forms: interview assessments focused on identifying student characteristics and those focused on identifying thought processes. The interview assessments were applied in classroom settings and the results of this application were analyzed. The findings from this study are expected to suggest beneficial implications for teachers who are interested in practicing interview assessments in classrooms.

• Journal of Korean Home Economics Education Association
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• v.13 no.3
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• pp.35-57
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• 2001

The purposes of this study were to investigate the current status on stating a summary of assessments in the practical arts education and to analyze the problem and find out the reformation strategy for them. To achieve these purposes. 180 teachers working in all elementary schools located in Daegu-city was selected by systematic cluster sampling method. The data were collected by using the mailed questionnaire developed by the researcher, and there was a response rate of 91.7%. Findings showed that it was not realized the valid and reliable stating a summary of assessments because it was not fixed throughly in the elementary school. So many teachers had difficulties in assessing the practical arts subject and stating a summary of assessments. They used the computer programs of CMI(Computer Management Instruction) . Black Box. SA(Stand Along) for stating a summary of assessments. It was recommended that valid and reliable criteria of stating a summary of assessments should provided, and on-the-job training on the developing and selecting a good tools for stating a summary of assessments should required. And. it was also required that the various codes of stating a summary of assessments should developed. and the various materials. equipments. and systems should provided for teachers.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.289-318
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• 2013

This study was conducted to provide practical ways to apply observation assessments in classrooms. Observation assessments have been asserted to assess elements of mathematical processes which cannot be effectively assessed in traditional paper-and-pencil tests. In order to propose the ways for teachers to actively use observation assessment of mathematics assessments, relevant instruments were developed by analyzing a number of related theories. The observation assessments were applied in classroom settings and the results of this application were analyzed. The findings from this study are expected to suggest beneficial implications for teachers who are interested in practicing observation assessments in classrooms.

• Journal of the Ergonomics Society of Korea
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• v.18 no.3
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• pp.27-39
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• 1999

The purpose of this study was to approve the capability of human sensibility evaluation based on physiological responses and real-time subjective assessments. Three well-trained healthy human subjects were participated in the experiments. We measured physiological responses such as Heart Rate Variability(HRV), Galvanic Skin Response(GSR) and skin temperature under rest and visual stimulation conditions, respectively. Off-time subjective assessments were recorded before and after visual stimulations. Real-time subjective assessments were recorded during visual stimulations. The results of physiological responses and off-time and real-time subjective assessments were quantified and compared. The results showed that the correlation between physiological responses and real-time subjective assessments was high (83%) for both the positive and negative visual stimulation. The correlation between the physiological responses and off-time subjective assessments was high (83%) for the negative visual stimulation but was low (15%) for the positive visual stimulation. Although the current observation is preliminary and requires more careful experimental study, it appears that the correlation between real-time subjective assessment and physiological responses is higher than that of the off-time subjective assessment and physiological responses.

• Proceedings of the Korean Society for Noise and Vibration Engineering Conference
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• 1995.04a
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• pp.94-99
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• 1995

In order to improve the sound quality and reduce the noise of engines and vehicles efficiently, it is important to quantify the subjective noise characteristics objectively. The exhaust noises of the passenger vehicles have been measured for the subjective assessments. This paper outlines the objective data by which engine noise can be assessed and the salient features of subjective assessments before proposing an approach by which targets for internal vehicle noise may be set. The method to objectify the subjective assessments has been proposed considering three components - Loudness, Harmonic content, Impulsiveness - which have influence on the subjective assessments.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.455-467
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• 2000

The purpose of this study was to investigate the characteristics of formative assessments practiced in middle school science teaching from a constructivist perspective. In order to examine the practices of formative assessments in science teaching, 7 science classes were observed and video-taped for each of 2 instructions. We also interviewed the teachers and 3 students per each class with semi-structured questions. The findings indicated that 3 types of formative assessments were generally used in science teaching; planned, interactive, and transitional from planned to interactive. Teachers tended to assess students' personal, social, and scientific developments through formative assessments. The assessment of scientific development was the most frequent pattern and was classified into the assessments of content, process, and context. However, formative assessments concerning content covered in class were dominant. The processes of formative assessments consisted of three interdependent stages; getting informations from students, judging their responses, and giving feedbacks to them. The types of questions and feedbacks used were also influenced by the extent of interactions between the teachers and the students.

• Safety and Health at Work
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• v.12 no.4
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• pp.496-504
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• 2021

Background: With the increasing demand for industrial robots and the "noncontact" trend, it is an appropriate point in time to examine whether risk assessments conducted for robot operations are performed effectively to identify and eliminate the risks of injury or harm to operators. This study discusses why robot accidents resulting in harm to operators occur repetitively despite implementing control measures and proposes corrective actions for risk assessments. Methods: This study collected 369 operator-injured robot accidents in Korea over the last decade and reconstructed them into the mechanism of injury, work being undertaken, and bodily location of the injury. Then, through the techniques of Systematic Cause Analysis Technique (SCAT) and Root Cause Analysis (RCA), this study analyzed the root and direct causes of robot accidents that had occurred. Causes identified included physical hazards and complex combinations of hazards, such as psychological, organizational, and systematic errors. The requirements of risk assessments regarding robot operations were examined, and three case studies of robot-involved tasks were investigated. The three assessments presented were: camera module processing, electrical discharge machining, and a panel-flipping robot installation. Results: After conducting RCA and comparing the three assessments, it was found that two-thirds of injury-occurring from robot accidents, causative factors included psychological and personal traits of robot operators. However, there were no evaluations of the identifications of personal aspects in the three assessment cases. Conclusion: Therefore, it was concluded that personal factors of operators, which had been overlooked in risk assessments so far, need to be included in future risk assessments on robot operations.

• The Journal of Korean Academy of Sensory Integration
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• v.15 no.1
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• pp.46-59
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• 2017

Objective : This study is to analyze the current trends of research and the subject and method of assessments used in praxis functions through a systematic review. Methods : Through the PubMed, Proquest, and Google database, research articles from January of 1985 through April of 2016 were searched. The keywords used for this search were "praxis AND (validity OR reliability) AND (assessment OR test) AND (preschooler OR child)". Additionally, the name for the assessments from the previous review studies of praxis function assessments was searched. In the end, 14 papers were chosen and 8 assessments that were used in these papers were analyzed. Results : Among the final 14 papers, 10 studies (71.4%) were level III (non-randomized one group) which was the largest number in this review, followed by 4 studies (28.6%) with level II (non-randomized two groups). There was no RCT study which is the level of evidence of the level I research. The results for the analysis of the subjects' age of the final 8 assessments that were chosen showed that most of the praxis function assessments were developed for children. There were 6 assessments of which their reliability and validity were verified and other 2 assessments of which their reliability and validity were not both verified. Conclusion : This study proposes the current trends of research of praxis function assessments. The study's significance is that it provides a research evidence when choosing and utilizing assessments for the children.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.191-207
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• 2023

In this study, we comprehensively investigated the cases of science teachers who implemented NOS assessments in Science Inquiry Experiment. Two science teachers working at high schools located in Seoul who taught and assessed NOS in Science Inquiry Experiment according to the 2015 revised curriculum participated in the study. We collected lesson and assessment materials and observed NOS lessons and assessments. We also conducted interviews. Based on the collected data, we analyzed the processes of the teachers' NOS assessments. The analyses of the results revealed that the teachers constructed the assessments by themselves due to a lack of NOS assessment experience and related materials. They had difficulties in selecting an appropriate assessment method and constructing assessment questions and criteria. Both teachers found it difficult to assess an understanding of NOS because it concerns the subjective views of individual students. Therefore, they had difficulties in setting detailed assessment criteria, which also led to difficulties in the overall assessment process. There was a difference in the reflective level of the assessments between the two teachers. In the reflective activities of low levels, the assessments were not properly enacted because it was difficult to infer students' understanding. Orientation toward teaching NOS influenced the perceptions of NOS assessment and overall lessons, resulting in a difference in NOS assessments. Finally, the absolute evaluation of Science Inquiry Experiment also affected teachers' NOS assessments. Based on the above results, implications for effective NOS assessments in schools are discussed.

• Journal of Oriental Neuropsychiatry
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• v.25 no.2
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• pp.133-142
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• 2014

Objectives: The aim of this study was to investigate the effects of handwriting on the writing assessment, according to whether the handwriting is excellent or bad. Methods: A total of 24 elementary and middle school teachers participated in this study and assessed 6 original writings and 6 transcriptions of the same original writings using the HWP 2007 program. Six writings were collected from elementary students of 4th to 6th grades, 3 of 6 students presented with excellent handwriting and 3 of 6 with bad handwriting. The assessments were done according to the standards of propositional knowledge assessment (You & Jeong, 2008). Results: In the excellent handwritings, the rules of orthography and the contents of introduction of the original writings were scored higher than those in the transcriptions. The difference between transcription and original writing showed minus scores in original writing assessments and plus scores in transcription assessments. In the propositional knowledge score and its subscales scores - content knowledge, text knowledge, language knowledge and text context knowledge -, were differences in transcription assessments significantly higher than those in original writing assessments. Several assessment indices - clarity of the ending, contents of introduction, appropriate contents, rules of orthography, structured composition and various vocabularies showed significantly higher differences in transcription assessments than those in original writing assessments. Conclusions: The excellent handwriting could be assessed high and the bad handwriting could be assessed low. These results suggest that we should consider the effects of handwriting factors on the results of writing assessment and that the transcription could be used for an accurate writing assessment.