• Journal of the Ergonomics Society of Korea
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• v.18 no.3
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• pp.55-72
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• 1999

Evaluation of user interfaces has to be performed in an intuitive and subjective manner by experts especially when the problem comes to the complexity and consistency of sophisticated interface procedures. The manual analysis and evaluation of logical interfaces also tends to be slow and laborious. To make the evaluation more formal and objective, the criteria and the procedure with which the evaluation can proceed must be explicitly prescribed. Furthermore, to make the formal procedure as practical as subjective expert evaluation, the criteria must reflect the user knowledge of the target tasks since the task knowledge plays the role of a basis for users to understand the interface organizations and procedures. This paper describes ESTIM, a support system for task-based evaluation of user interface, that includes the interface evaluation criteria and implies an evaluation procedure. The support system can be used either in an interactive manner by the analyst during the evaluation or in an automatic evaluation mode. It was verified that the result of automatic evaluation by ESTIM matched the results of expert evaluation fairly well.

• Educational Technology International
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• v.12 no.2
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• pp.47-70
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• 2011

The purpose of this paper was to develop evaluation procedures for blended instruction, focusing on the courses that are currently offered in the university. This study analyzed current evaluation procedures and instruments and suggested redesign the evaluation process for blended instruction. The evaluation procedures are designed based on the combination of objective-oriented and consumer-oriented evaluation approaches. It includes three stages: front-end (screening), formative evaluation, and summative evaluation. During the front-end evaluation stage, information regarding students' technology skills and attitudes towards online instruction and classroom instruction are suggested to collect and plan the instructional strategies accordingly. The formative evaluation is conducted during the semester to collect students' opinions about the course and instructors modify their instruction based on the evaluation results. At the end of semester, summative evaluation is to be conducted to collect the data to improve the course. Evaluation questions and components for each stage are developed to collect the data such as students' perceptions of the course, the usefulness of online instructional materials, the effectiveness of blended learning strategies, and students' satisfaction with the course.

• Journal of Korean Society of Rural Planning
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• v.12 no.2 s.31
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• pp.65-73
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• 2006

This study attempts to develop an interim evaluation system for the Integrated Rural Village Cluster Development Project(IRVCDP) which can secure its identity and sustainability, and induce its early settlement, and to derive plans for its steady progress. The evaluation system consists of three levels. The highest-order level is evaluation purposes, which describe IRVCDP's goals. They are expansion of income bases(EIB), improvement of living environments(ILE), strengthening of regional capabilities(SRC) and constructing effective project operation system(CEPOS). The second level is evaluation items, which each characterize the relevant evaluation purposes. The last level is evaluation indices, which observe achievement f3r evaluation purposes. 22 evaluation indices are selected to satisfy the purposes of this study through a brainstorming process and a survey on opinions of experts for those evaluation purposes and evaluation items which are derived from analyzing the IRVCDP's properties. The relative importance of the evaluation indices selected are determined through the AHP analysis. The most intriguing result from the AHP analysis is that strengthening of regional capabilities is found to be the most important one among evaluation purposes. It can be said that this result is parallel to a ultimate goal of the IRVCDP.

• Journal of the Korean housing association
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• v.22 no.4
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• pp.71-81
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• 2011

This study aims to make evaluation method as a means to evaluate the crime prevention through environmental design of multi-family housing. According to the analysis of correctness and usefulness of evaluation method in multi-family housing, the preliminary evaluation method is selected. The correctness and usefulness of evaluation method is examined by 2 works. One is analyzing the results of experts' advice about evaluation method. The other is analyzing the results of the case studies of 3 housing sites. Those improve evaluation method to measure the crime prevention through environmental design objectively. As a result, the system of classification is divided into evaluation area and evaluation item. Evaluation area is sorted into four types, i.e. public space, semi-public space, semi-private space, and equipment. Evaluation scores according to evaluation area are different. Evaluation scores of public space are 73. Those of semipublic space are 196. Those of semi-private space are 75, Those of equipment are 28. Evaluation item is divided into 20 items. 20 items are; the entrance of complex, apartment building, recreational space and parking space etc. Checklists according to evaluation items are proposed and detail evaluation criteria according to checklist are proposed.

• Journal of Korea Society of Digital Industry and Information Management
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• v.12 no.4
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• pp.59-69
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• 2016

We proposed a specialized model of performance measurement to measure the training performance of the trainees in cyber practical training. Cyber security professionals are cultivating their expertise, skills, and competencies through cyber practical training in specialized education and training institutions. The our proposed process of trainee evaluation is consisted of an evaluation component discovery, evaluation item selection, evaluation index catalog, ratings and criteria decision, and calculation formula. The trainee evaluation is consisted of a formative evaluation during the training and an overall evaluation after finished training. Formative evaluation includes progress evaluation and participation evaluation, and overall evaluation includes practice evaluation and learning evaluation. The evaluation is weighted according to the importance of evaluation type. Because it is evaluated actual skills and abilities, competencies are assigned a high weight, while knowledge and attitudes are assigned a low weight. If cyber security trainees are evaluated by the proposed evaluation model, cyber security professionals can be cultivated by each skill and knowledge level and can be deployed by importance of security task.

• Journal of National Security and Military Science
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• s.8
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• pp.383-420
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• 2010

This article is focusing on the improvement of weapon system test & evaluation, aimed at the weapon system in the research development stage. This article suggests improvement directions in three aspects(organization and system, skilled manpower and technology, test facilities of weapon system test & evaluation) as follows. 1) Weapon system test & evaluation organization and system a. Establishment of comprehensive test & evaluation system b. Making regulation for comprehensive test infrastructure management. c. Standardization of test & evaluation process, which can be used in special subject to army, navy and air force. 2) Skilled manpower and technology of weapon system test & evaluation a. Training & education, management of test & evaluation experts. b. Establishment of skill management system of test & evaluation. 3) Test facilities of weapon system test & evaluation a. Establishment of comprehensive improvement direction of test & evaluation installation and equipment. b. Consideration of counter measures to prevent overlapping investment, and to use the test & evaluation resources efficiently. c. Establishment of organic network for the effective use of test & evaluation installation and equipment. d. Establishment of detailed cooperation plan for the commonage of test & evaluation facility and equipment.

• Korean Medical Education Review
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• v.25 no.2
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• pp.174-183
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• 2023

Educational evaluation involves data collection and the analysis of various education-related factors to make decisions that improve educational quality. Systematic educational evaluation is essential for enhancing the quality of education. This study reports a case of student-conducted process evaluation of a medical school's student support system and the procedure for devising improvement plans. Sixteen Inje University College of Medicine students participated in the Education Evaluation Committee (IUCM-EEC) to understand the educational improvement process as learners and actively achieve improvement. The Quality Improvement Committee of the Inje University College of Medicine (IUCM-QIC) decided to reform its student support system based on a previous educational evaluation in 2019. The evaluation of the student support system was conducted for 10 months in 2021 by the student subcommittee, under the guidance of the IUCM-EEC. The CIPP (context-input-process-product) evaluation model was used for a systematic evaluation. Accordingly, the subcommittee developed evaluation criteria and indicators, and analyzed relevant data collected from surveys and the previous literature. For further recommendations and revision ideas, the student subcommittee members interviewed faculty members from six other medical schools and also conducted a focus group interview with the dean and vice deans of IUCM. Finally, the student subcommittee submitted a report to the IUCM-QIC. Communication with various stakeholders is essential for a successful evaluation process. In this case, students, as key stakeholders in education, evaluated the student support system. Their active participation helped improve their understanding of the evaluation process.

• Proceedings of the PSK Conference
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• 2001.04a
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• pp.237.2-238
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• 2001

• Proceedings of the PSK Conference
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• 2001.04a
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• pp.221.1-221.1
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• 2001

• Proceedings of the PSK Conference
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• 2000.04a
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• pp.202.1-202.1
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• 2000