• Journal of the Korean earth science society
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• v.24 no.3
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• pp.150-159
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• 2003

This study suggests methods of assessing scientific creativity and developing items, which can be achieved when both earth science knowledge and general creativity are applied at the same time. According to the results of this study, the cognitive ability gaps between creativity and scientific creativity were clearly defined by the terms' operational definition. Four factors in the Subcategory Of Scientific Creativity-fluency, flexibility, elaboration, and originality-were selected, and the possibility of developing items out of these factors was discovered. The operational definitions of the four factors were given and the criteria for assessment and scoring were set. The validity, reliability, discrimination, and difficulty, which were the conditions required for the assessment instruments, were verified through three field trials of inputting the assessment instruments for scientific creativity. The assessment instruments were composed of 8 items with 2items for each factor. The average item fitness index obtained was 0.99, Cronbach , the item inter-consistency was 0.79,the inter-rater reliability of each item was 0.78, the inter-rater reliability of each factor was 0.75, the item discrimination power was 0.19, and the item difficulty was 0.00. Because the results were within the permitted limit of the conditions required for assessment instruments, the assessment instruments developed for scientific creativity in this study can be said to be very favorable.

• Journal of Gifted/Talented Education
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• v.26 no.4
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• pp.677-697
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• 2016

This study analyzed the difference in evaluation results in evaluating identical products by applying two different types of evaluating scales, Creative Product Analysis Matrix (CPAM) and Creative Product Semantic Scale (CPSS) by O'Quin and Bessember (1989). As a result, evaluation based on explicit knowledge scored lower than evaluation based on implicit knowledge, implying that the evaluation becomes stricter. When evaluated with CPSS, which as relatively more segmentalized grading criteria, all sub-dimensions of creativity showed low scores, and it show that when evaluator's first impression or personal evaluation standard on the products is firm, they may not be evaluated by the evaluation tools. Gifted education teachers were giving similar evaluations as experts in creative product evaluation, and understanding the product evaluation tool fully in advance before teaching or evaluating products may lead to the generation of newer, more useful and appropriate, and highly creative product with high solvability.

• STI Policy Review
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• v.4 no.2
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• pp.113-135
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• 2013

This paper explores how research excellence is perceived among researchers in Thailand and Japan with an aim to explore whether there are any new indicators that could later be proposed and adopted as criteria of excellence. Based on a questionnaire survey, the findings reflect ideas and viewpoints that could be found among researchers in both countries. Creative researchers are crucial to a strong national research and innovation system. Institutions should provide an environment or incentives based on research performance for their researchers to flourish and be productive. For decades, bibliometrics have been used to evaluate individual research performance for its easy approach and faster speed than a qualitative assessment would warrant. Nonetheless, there have been a number of studies on research performance evaluating systems that point out how a purely bibliometric approach is inadequate in summarizing the quality of the scientific performance. The pressures on researchers today influence their thinking and oppose their creativity. To investigate the perception of research excellence, three key research questions were set in this study: what counts as excellence, how to measure excellence, and how to support excellence. The findings confirm that traditional granting criteria that frames an idea of excellence remain valid, but they also suggest novel criteria be considered and prioritized. This paper argues that the existing evaluating system is insufficient for unleashing the curiosity and creativity of researchers and fostering excellence. In the final section, the paper discusses factors that contribute to scientific creativity that we should not overlook.

• Journal of Korean Elementary Science Education
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• v.17 no.1
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• pp.11-21
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• 1998

Portfolio assessment provides many opportunities to foster children's creativity and to increase their responsibility for learning. few research study has been conducted in this area, and this assessment method has scarcely been administered in primary science class, Proper and effective use of portfolio assessment in our primary science class requires basic research on how to design and administer the method. Based on the earlier study on typical structures and components of portfolio assessment, the assessment instrument was developed on various primary science topics, The development team was consisted of one science education specialist and nine pre-service elementary school teachers. It takes ten months to develop instruments for 27 class hours. The development process was reciprocal in that development and revision cycle was repeated more than 7 times. The portfolio assessment instruments consist of instructional objectives, developers' evidence for the objectives, and assessment criteria. Adopting a new way of assessment into science class inevitably causes lots of confusions to teachers and children. The absence of basic research studies must be a critical barrier for successful administration of a new assessment method such as portfolio assessment. further research is required in the preparation and administration of portfolio assessment in our primary science classroom.

• Journal of Environmental Impact Assessment
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• v.21 no.1
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• pp.185-199
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• 2012

Ecotourism has been attracting much attention as an example industry that can vitalize local economy markets and preserve natural resources. Implementation of 'Ecotourism Designation System' is under consideration to provide ecotourism products that can both emphasize the original meanings of ecotourism and ensure stronger trust from customers than ever before. This research introduced the direction, principles, subjects, and assessment indicators by subjects in terms of implementing the system and proposed fundamentals for both designation assignment and score calculation. In the face of implementing such a system in Korea, the investigation sought subjects whose target areas and programs are in need of examination. For assessment criteria by subjects, six assessment indicators were selected in the end for ecotourism sites, including: (1) the value of natural/ecological preservation (2) facility's ecological design (3) understanding both the environment and local culture (4) systems connecting local communities for cooperation (5) long/short term preservation and maintenance strategies/plans (6) willingness to further develop ecotourism and cooperative platform. In addition, seven assessment indicators were selected for program assignments, including: (1) the value of natural/ecological preservation (2) minimization of environmental effects (3) expansion of environmental understanding (4) sharing the local culture (5) vitalizing local connections and economical activities among communities (6) securing and maintaining professionality among human resources (7) odds of continuation, creativity, and aptness to improve programs. After considering the pros and cons of both categorizing system and yes/no system, implementation of categorizing system for the short term and yes/no for the long term were suggested, followed by additional suggestions of a score calculation system for each system. The official implementation of the 'Ecotourism Designation System' is scheduled for launch in 2013 after the trial operation in 2012. The assessment indicators and fundamentals suggested in this research, considering judgment, must be improved via systematic and practical methods through the trial operation.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.145-162
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• 2002

In this study, on the basis of the seventh national mathematics curriculum, the achievement standards were developed to specify the objectives and contents of teaching-learning and the assessment standards were also developed to differentiate students' levels of achievement at school mathematics. The achievement standards were developed on the following guidelines; 1) to present the minimum standards based on the national curriculum, 2) to develop the standards based on the order of curriculum, 3) to suggest the minimum but ultimate achievement target, 4) to comprise not only of the intellectual but also of psychological spheres such as knowledge, function, attitude, aptitude, etc., and 5) to suggest the standards comprehensively and concretely. The standards were developed on the basis of the middle areas of contents of the curriculum in order not to be too comprehensive, nor to be too detailed. Learning activities, on the other hand, were provided for the assistance of instructions with emphasis on creativity rather than on the routine instruction. The assessment standards were established based on the following principles; 1) to establish the assessment methods, contents, and situations which are to be used for assessment, 2) to establish the criteria of classifying the assessed into the upper, intermediate and lower levels, 3) to develop the assessment standards in a proportionate balance to achievement standards, 4) to establish the intermediate level as a standard, and 5) to establish the minimum level in the contents, concepts, values and attitudes of basic learning. This study also suggested the exemplary test items including short-answer and open-ended questions while putting emphasis on students' real performance to increase their ability in solving problems rather than in calculating. In addition to the test items, it introduced the grading system developed to grade the items with concrete guidelines and to report students' achievement on doing mathematics.

• School Mathematics
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• v.9 no.2
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• pp.241-257
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• 2007

The study aims to figure out how to improve existing examination tools to distinguish mathematically gifted children and to clarify procedures and criteria for selecting candidates. Toward this end, it examined correlations between grades of gifted children selected through evaluation by pen-and-pencil tests and their creative problem-solving capability and performance assessment, and analyzed learning activities of the gifted children. According to the analysis, results of pen-and-pencil tests turned out to have low correlations with their creative problem-solving capability and performance assessment, but it was found that their creative problem-solving capability has high correlations with results of performance assessment. The analysis also found that there were some students who participated in a program for gifted children with high marks but had difficulties in adapting themselves to it. It found that there were children who joined the program with low marks but emerged as successive performers later on. In this regard, the existing examination tools to tell the gifted students apart need to be used to the fullest extent, and other diversified tools to evaluate mathematical capabilities that include mathematical creativity need to be further studied and developed. Qualitative studies on affective development of the gifted students and their creative problem-solving processes need to be conducted.

• Journal of The Korean Association of Information Education
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• v.13 no.3
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• pp.313-323
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• 2009

The objective of this paper is an implementation of analysing and predicting functions to promote self-directed learning for student's performance assessment system in programming subjects. By adapting Rubric model, the proposed functions inform a student of the assessment criteria and level to be carried out with respects to two-way specifications such as rational ability, problem solving ability and creativity. The proposed system also provides a graphical results of each ability instead of assessment result, for better understanding and analyzing himself/herself based on to the performance assessment and the result. Moreover, the proposed system contains a method to predict future achievement result with moving average technique. Therefore, an academic achievement can be precisely determined by himself/herself to estimate self-directed learning. The teacher can provide different level of educational resources such as supplement learning, problem explains and private instructor etc., in order to maximize efficiency of education.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.233-243
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• 1998

Many science educators concern about the problems of assessment using paper & pencil test. Performance assessment is believed to be a very promising alternatives to traditional assessment. Portfolio assessment, a kind of performance assessment, has many desirable characteristics to foster students' creativity and increase students' responsibility for their own learning. However few research study has been dealt with this assessment method and few teacher adopts this method in science class. The characteristics and structures of portfolio assessment were explored by reviewing related literatures. The appropriate portfolio assessment was designed based on the results of exploration. For our primary science class, general and specific objectives are needed, depending on the nature of the instructional topics. The children's evidences for portfolio may be limited in their forms because of insufficient learning materials and reproducing facilities in classrooms. Large portions of children's evidence should be collected during class hours to reduce burdens of children. The evaluation criteria may be holistic rather than analytical because of large class size. Portfolio assessment will bring about many changes in primary science classes. Students' have more responsibility in science learning. Teachers will focus major instructional objectives, and concern more about students' meaningful learning. Although portfolio assessment requires more work to teachers and children it could be applicable to our science classroom.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.2
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• pp.23-29
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• 2010

In this study, there is a modeling for the procedure and operational method of the project based capstone design and related products which are a certificate of graduate status, and those results were evaluated by self-review and the performance assessment. Finally, the improvements in the operating management method are proposed. Before one semester by the end of to the assessment, the design thesises of capstone results are fixed to the 15 sets by 2 people in each group. All teams are satisfied the criteria of evaluation, and they all got a grad over 60 points. The mean value of their's score are similar to the average of recent 5 years. The results of self-evaluations and questionaries indicate a totally self-satisfied(3.8~4points out of 5), but the weak parts of this procedure are known as the area of plan making and Implementation. Also, there are some problems associated with a group of people into a team by the human relation rather than knowledge based mutual supplementation.