• 대한공업교육학회지
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• v.30 no.1
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• pp.56-67
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• 2005

The purpose of this study was to examine the effects of analytic rubrics on learners' self-directed learning ability in information technology unit assessment. The experiment and control groups were 4 classes of the 2nd grade in B middle school located in Daejeon. The pretest was performed to check the group homogeneity. For the experiment design, the nonequivalent control group design as a type of quasi-experimental design was used. The experiment was composed of 5 sessions. Statistical significance was p < .05 to verify the hypothesis, and SPSS 12.0 for Windows was used for statistical treatment. The results from this study were as follows: (1) The application of analytic rubrics in information technology unit assessment affected learners' self-directed learning ability in a positive way in 4 factor's(openness, self-concept, intrinsic motivation, self-evaluation) but does not affected in 3 factor's(autonomy, creativity, problem solving). (2) The difference in sex was not a statistically significant factor in the application of analytic rubrics in information technology unit assessment. Based on the results of the experiment, two suggestions were made to promote the application of rubrics in technology education assessment. (1) Research and development of many types of rubrics for technology education are needed. (2) Systematic training of rubrics for technology teachers is needed.

• The Mathematical Education
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• v.46 no.2 s.117
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• pp.207-226
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• 2007

The purpose of this study was to design and develop the processes of tasks and assessment rubrics of open-ended tasks, and those for the 5th graders of elementary school mathematics. 7 tasks were finally developed, and 'problem understanding', 'problem solving process', 'communication' were selected as the criteria for assessment rubrics. The result was that the ability of mathematical power covering problem understanding ability, problem solving ability and mathematical communication ability was low. Specifically, problem understanding ability was the highest, problem solving ability was middle, and mathematical communication ability was the lowest.

• Journal of Engineering Education Research
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• v.15 no.5
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• pp.108-118
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• 2012

The purpose of this study was to provide analytic rubrics for measuring teamwork(PO6), communication and presentation skills(PO7), and life-long learning(PO8) based on theoretical concepts of performance assessment and rubrics. Also, this study analyzed data about performance assessment and rubics from courses offered through college of engineering. Participants were 34 senior engineering students who took the course 'Technical writing and presentation'. In the second week of the course, students were given the pre-test instrument which was developed for measuring students' understanding of program outcomes for this study. After performing project activities using rubrics, students were encouraged to complete the post-test instrument and the reaction questionnaire during the ninth week. The data were analyzed by using SPSS 14.0 and Microsoft Excel. The research findings are as follows. First, to promote and evaluate program learning outcomes appropriately, performance assessment-based on rubircs should be implemented. Second, in the reaction questionnaire about the rubircs, students answered that using rubircs for performing the project was very useful for understanding the performance procedures and assessment criteria. Third, the mean of understanding of program outcomes of students in post-test was significantly increased than in the pre-test(p<.0001). From the findings, performance assessment and rubrics should be used as evaluation tools at course levels in terms of promoting program learning outcomes for engineering education.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.339-356
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• 2011

This study explored pre-service English teachers' participation in the development of a rubric and examined evaluation of their own English poetry. The current study would investigate: 1) the pre-service English teachers' perception as a rubric developer and self-evaluator, 2) the number of analytic area that the participants included in their rubrics and the scoring scheme that they designed in their rubrics, and 3) the inter-rater differences between self-assessemnt and expert-assessment across analytic areas. Twenty-four EFL learners participated in the current study. The researchers analyzed the learners' own English poetry, their field notes which contained the process of their writing, their rubrics, scores of self-assessment, and expert raters' scores. The results revealed that learners showed positive responses on learner-directed assessment, that 'content' is the most important area, and that inter-rater difference is small across all analytic areas.

• Korean Journal of Adult Nursing
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• v.26 no.6
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• pp.653-667
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• 2014

Purpose: This study was aimed to develop frequently-used clinical scenarios and scoring rubrics to assess core basic nursing skills in adult health nursing clinical practice for clinical evaluation based on program learning outcomes (PO). Methods: This study was a methodological research combining focus group interviews and questionnaires to select and construct scenarios. Data were collected from clinical practitioners, adult health nursing professors, and new nurses from November, 2013 to April, 2014. The developed scenarios and rubrics were applied to nursing students by way of showing an example. Results: The 12 frequently-used clinical scenarios were developed. The proportion of the evaluation rubrics were 30% for clinical instructors where as 70% for college instructors. In order for students to achieve the important learning outcomes from the courses for clinical practice, four program outcomes (POs) were selected as well as a rubric for each POs was developed. Students who had situation-based clinical practices showed higher levels of satisfaction on mastery of core basic nursing skills and communication skills. Conclusion: This findings of the study suggested the strategies for complementing pitfalls in clinical setting and achieving PO during students' clinical practicum.

• Journal of The Korean Association of Information Education
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• v.11 no.3
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• pp.371-378
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• 2007

Since 2001, we have taught computer in elementary school to become the advanced country of IT in the 21C. However, people criticized that ICT education which is consisted mainly of the computer skills is not appropriate for information literacy education. In 2005, "ICT Education Guide Rev." is published. Thereafter, information literacy education has systematic frame. The experts emphasize the importance of performance assessment. Computer education can become the problem solving education if the performance assessment carried out. However, it is not successful without the good rubrics for performance assessment In this paper, we developed the rubrics for performance assessment for "presentation document writing".

• The Journal of the Korea Contents Association
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• v.16 no.3
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• pp.782-789
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• 2016

The purpose of this study was to develop a goal-directed rubrics for a adult nursing education and to evaluate this rubric's effects on academic achievement of nursing students. A total of 154 nursing students participated in this study. The data were analyzed by t-test, $x^2$-test with SPSS win 20.0 program. Rubrics in adult nursing education was to improve the academic achievement. With this result, the rubrics development of nursing education in a variety of areas and would have to be evaluated.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.35-49
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• 2009

The purpose of this study was to examine the effect of instruction for the development of analytical rubrics based on teacher-student compromise, which would be applied to performance assessment about the ninth-grade housing unit of the 7th national curriculum. In order to find out the influence of the rubric development instruction on learning motivation, two different third-year classes in a middle school were selected respectively as an experimental group and a control group. The way of presenting the rubrics and learning motivation were respectively selected as independent and dependent variables. Both groups took two lessons and a pretest-posttest on learning motivation. As for the analytic rubric for the individual task performance in the housing unit, three evaluation items were selected. As a result, the instruction for the learner-involved development of analytical rubrics for the housing segment had a positive effect on the confidence and satisfaction of the middle schoolers, which were two out of four sub-factors of learning motivation. Open-ended questions showed that the instruction got to build confidence in the course of being aware of the evaluation criteria and fulfilling the given tasks.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.507-515
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• 1999

This study is to develope the performance scoring rubrics for the inquiry-based experiments of general chemistry course in the college of education. Two types of analytic scoring rubrics have been developed for nine different experiments. The first one is to assess scientific process skills from the written experimental reports. These analytic scoring rubrics include seven process skills selected from the Lawson's 'creative and critical thinking skills' and other known process skills. The second one is to assess the individual manipulative skills and experimental attitudes through direct observations by the teacher. The content validity of all scoring rubrics was testified by six science educators. Also the inter-scorer reliability of analytic scoring rubrics administered on the students' experimental reports was examined. The correlation coefficient between the scores obtained from the experiments and those of the written test for theoretical knowledges was found to be r=.663(p <.01). From the variance($r^2$=.440), we would say indirectly that the 56% of this experimental assessment does not overlap with the theoretical knowledges test and assesses students' science process skills, manipulative skills, and attitudes.

• School Mathematics
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• v.2 no.2
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• pp.357-388
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• 2000

This study aims to develop performance assessment tools for mathematics in the primary school. In order to achieve this aim, it reviews the tics in the primary school. In order to achieve this aim, it reviews the meaning and the purpose of mathematics performance assessment, and the characteristics of performance assessment tasks. Then the framework for portfolio developed in this study is introduced. This portfolio is called 'mathematical thinking and applying'. It aims at balanced assessment for improvement of mathematics instruction. It is composed of journal writhing, problem by the student, constructed task, work samples, written test, self assessment, teacher's comment and parents' comment. The criteria of performance tasks is categorized in impact, reasoning, accuracy and communication. The procedures of development of these tasks are as follows: the analysis of mathematics curriculum for the primary school, the design of performance tasks with considering teaching unit goals, designing rubrics, discussing these tasks with teachers in primary school, modifying them when is needed, observing the process of children's task performing, interviewing with teachers and final modifying. After performance assessment tasks are implemented, the answers by the students is analyzed using rubrics. Then anchor papers are selected. Also, the errors of children are analyzed. Through the process, teachers can obtain the information of children for improvement of mathematics instruction. Finally in order to generalize this study, I suggest that we need to cooperate with the field of education and to establish expert assessment groups.