• Journal of Korea Society of Digital Industry and Information Management
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• v.15 no.4
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• pp.131-136
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• 2019

As the NCS(National Competency Standards) classification system continued to be developed and supplemented, NCS became widespread. Qualifications were redesigned to actively reflect industry demands, reduce the burden of redundant acquisition of unnecessary qualifications, and to evaluate objective capacities of the workforce. In addition to the learning modules to be developed in the future, previously developed NCS-based learning modules and lectures should be reorganized based on the new qualification design. In this paper, the Java programming subject designed based on NCS was redesigned according to SW new qualification design. Since the redesigned Java programming subjects consider the qualification design direction or qualification roadmap, not only can they be recognized as a test subject in qualification assessment through course evaluation, but also can be used as individual qualification data.

• Proceedings of the Korean Society of Computer Information Conference
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• 2014.07a
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• pp.385-386
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• 2014

적절한 강의평가는 질 높은 강의가 될 수 있도록 역할을 하기도 한다. 강의평가는 교수에게 좋은 강의를 철저히 준비 할 수 있도록 유도하는 외적 자극요소인 동시에 강의개선에 대한 피드백 효과를 주어 보다 나은 강의를 할 수 있게 해준다. 또한 학습의 주체인 학생에게는 배울 권리를 보호 받을 수 있다는 유익함을 준다. 본 연구는 강의평가 방식중 하나인 설문지를 모바일 기반에서 편리하게 관리하며, 그 설문을 통해 나타난 결과를 토대로 교수가 질 높은 교육을 할 수 있는 피드백 효과를 얻도록 하는 시스템을 설계하고자 한다.

• Journal of Engineering Education Research
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• v.22 no.2
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• pp.36-45
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• 2019

Capstone design is a subject taught in a setting where students gather in a team, decide on their own selected topic, and collaborate with one another to perform a project. A fair assessment is very important in a team project-based capstone design course for students. Many instructors agree that harmonizing creative evaluation and outcome assessment is hard in capstone design class. In also, it is not easy to assess students' individual efforts and achievements fairly in accordance with team-based assessment practices. To resolve this issue in this paper, we have surveyed various engineering design education methodologies, and have modelled existing evaluating elements into a modified creative process and outcome assessment framework for team project assessment. In particular, we focused on a method of fairly assigning credits by combining team based and individual-level assessments. Analyzing students' achievement and grade evaluation and verifying the validity of the proposed method was performed.

• Journal of Korea Multimedia Society
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• v.24 no.4
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• pp.593-600
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• 2021

In this paper, we present the FlappyBird Competition System (FCS) implementation, a competition-based automated assessment system used in an entry-level artificial intelligence (AI) course at a university. The proposed system provides an evaluation method suitable for AI courses while taking advantage of automated assessment methods. Students are to design a neural network structure, train the weights, and tune hyperparameters using the given reinforcement learning code to improve the overall performance of game AI. Students participate using the resulting trained model during the competition, and the system automatically calculates the final score based on the ranking. The user evaluation conducted after the semester ends shows that our competition-based automated assessment system promotes active participation and inspires students to be interested and motivated to learn AI. Using FCS, the instructor significantly reduces the amount of time required for assessment.

• International Journal of Computer Science & Network Security
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• v.21 no.7
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• pp.93-102
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• 2021

This study aimed to test method on the accuracy of estimating the items parameters and ability, using the Three Parameter Logistic. To achieve the objectives of the study, an achievement test in chemistry was constructed for third-year secondary school students in the course of "natural sciences". A descriptive approach was employed to conduct the study. The test was applied to a sample of (507) students of the third year of secondary school in the "Natural Sciences Course". The study's results revealed that the (EAP) method showed a higher degree of accuracy in the estimation of the difficulty parameter and the abilities of persons higher than the MML method. There were no statistically significant differences in the accuracy of the parameter estimation of discrimination and guessing regarding the difference of the two methods: (MML) and (EAP).

• Proceedings of the KIEE Conference
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• 1997.07c
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• pp.917-919
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• 1997

Recently, electric industry confront a strategical change and high competiveness environment in the course of deregulation. Especially, rapid growth in electricity demand, financial need for new power plant construction, and environmental problems have led to search for more efficient energy production and energy conservation technologies in Korea. Due to the potential energy and cost savings, DSM(Demand-Side Management) plays and important role in the electric resource planning. In this paper, we suggest DSM potential evaluation procedures and algorithm. Also, we present screening analysis methods for DSM potential evaluation.

• Journal of Gifted/Talented Education
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• v.2 no.1
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• pp.253-259
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• 1993

• Journal of the Korean Society of Radiology
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• v.15 no.5
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• pp.675-681
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• 2021

Recently, the Ministry of Education stipulates in the distance class operation regulations that student lecture evaluations for distance learning subjects should be conducted at least twice per semester and the results should be disclosed to students. Therefore, the lecture evaluation of D college was compared with the first semester of 2020 and the first semester of 2021. As for the multiple-choice evaluation result of the distance learning mid-course evaluation, the overall average of the mid-course evaluation of the distance class in the first semester of 2020 increased from 4.1819 to 4.4000 in the mid-course evaluation in the first semester of 2021.In the case of the first semester of 2020, due to Corona 19, all non-face-to-face classes were held, but in the first semester of 2021, face-to-face classes increased. The overall satisfaction level rose from 4.18 points in the first semester of 2020 to 4.39 points in the first semester of 2021. The screen composition, sound and picture quality, playback time, face appearance, lecture material provision, and frequency of use of the top 3% and bottom 3% also increased. Despite the changes caused by the LMS replacement, which was a concern, student attendance, assignments, and test submission rates also increased compared to the previous year. The null hypothesis that 'the difference between the two scores is the same' is the null hypothesis because the probability of significance is 0.000 and less than 0.05 in the case of the best 3% of the test result of the test result of the mid-course evaluation of distance classes in the first semester of 2020 and the evaluation of the intermediate lectures in the first semester of 2021. As this was rejected, it can be seen that the best score for the 2021 school year has significantly increased compared to the first semester of 2020. Also, in the case of Worst 3% or less, the significance probability is 0.000, which is less than 0.05, so the null hypothesis that 'the difference between the two scores is the same' was rejected, indicating that the Worst score for the 2021 school year was significantly higher than that for the first semester of 2020.

• Journal of The Korean Association of Information Education
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• v.12 no.1
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• pp.109-120
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• 2008

The purpose of this study is to develop a test and verifying the validity and reliability for measuring a effectiveness of e-earning course in cyber university. Twenty-five items were developed based on literature review and were examined by experts in the field. For item analysis, EFA(Exploratory Factor Analysis) was performed with 768 students in first study. In order to validate the test, CFA(Confirmatory Factor Analysis) was conducted with 791 students in second study. The result of the study yielded five factors with 25 items: 1) contents and design, 2) instructor, 3) system, 4) evaluation, and 5) overall course satisfaction. And this research reports the reliability and validity of new test.

• Journal of Trauma and Injury
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• v.33 no.4
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• pp.219-226
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• 2020

Purpose: Although the Advanced Trauma Life Support (ATLS) course is now taught internationally, it has not been implemented in Korea. In recent years, interest has increased in simulation as a teaching tool in the ATLS course. We therefore hypothesized that simulation training would be a useful adjunct to the ATLS course. Methods: We designed a 1-day curriculum that included skill development workstations, expert lectures, trauma patient simulations, and group discussion for general surgery residents. We conducted a survey to evaluate participants' level of understanding of the initial evaluation and treatment of trauma patients, their degree of knowledge and technical improvement, their satisfaction with the learning goals, and their overall satisfaction with the curriculum. We then analyzed the effects before and after the training. Results: Nine residents attended this course. None of the residents initially reported that they could perform a primary survey of trauma patients. The analysis revealed significant improvements after training in the questionnaire areas of "assembly of the team and preparation for resuscitation of a trauma patient" (p=0.008), "performance of a primary survey for trauma patients" (p=0.007), "resuscitative procedures for trauma patients" (p=0.008), "importance of re-evaluation" (p=0.007), "identifying the pitfalls associated with the initial assessment and management" (p=0.007), and "importance of teamwork" (p=0.007). Conclusions: After the ATLS simulation training, all participants showed significant improvements in their understanding of how to manage multiple trauma patients. Therefore, ATLS simulation training for residents will help in the management of trauma patients.