• 대한약학회:학술대회논문집
• /
• 대한약학회 2000년도 춘계총회 및 학술대회
• /
• pp.202.2-202.2
• /
• 2000

• 대한약학회:학술대회논문집
• /
• 대한약학회 2001년도 Proceedings of the Pharmaceutical Society of Korea
• /
• pp.219.2-219.2
• /
• 2001

• 대한약학회:학술대회논문집
• /
• 대한약학회 2000년도 NEW STRATEGY FOR DRUG DEVELOPMENT IN POST-GENOMIC ERA(대한약학회)
• /
• pp.265.2-265.2
• /
• 2000

• 한국산학기술학회논문지
• /
• 제14권8호
• /
• pp.3732-3738
• /
• 2013

본 연구는 문제중심학습에서 튜터, 동료, 자기평가간의 평가점수를 비교하고 평가주체 점수간의 관련성과 평가주체별로 평가에 영향을 미치는 평가영역을 알아보는데 목적이 있다. 이를 위해 문제중심학습으로 수업받는 간호학과 학생 105명을 대상으로 문제중심학습 효과도구를 가지고 3차에 걸쳐 튜터, 동료, 자기평가를 실시하였다. 수집된 자료는 SPSS WIN(V. 12.0)으로 분석하였다. 연구결과 3차례의 수업 모두 자기평가 점수가 튜터, 동료평가 점수보다 높았다. 평가주체별 점수간의 관계는 3차례의 수업에서 튜터평가와 동료평가간에 관련성이 있었다. 평가주체별 평가에 영향을 미치는 평가영역은 튜터평가는 '문제해결능력'이었고, 동료평가와 자기평가는 '협동학습능력'이었다.

• 한국항해항만학회지
• /
• 제43권3호
• /
• pp.219-230
• /
• 2019

본 연구는 해양치유단지의 조성을 위한 입지평가에 대한 연구로서 평가항목 및 평가지표를 도출하고 평가방법을 제안하였다. 입지평가를 위한 평가항목과 평가지표를 정하기 위해 해양치유단지 해외사례를 조사하고 선행 유사사업의 입지평가사례를 분석하였다. 정부의 해양치유산업 관련 정책 및 지자체 사업계획 등을 고려하여 3개 대분류 평가항목, 8개 중분류 평가항목, 5개 소분류 평가항목, 26개 평가지표를 정하였으며 각 평가지표별 평가기준을 정하였다. 평가방법은 먼저 전문가로 구성된 평가위원회에서 평가항목별 가중치를 부여하고 다음으로 각 평가위원이 개별 평가지표에 대해 가중치와 점수를 부여하여 평가점수를 산정한다. 이 평가점수에 평가항목별 가중치를 곱하여 평가지표별 최종점수를 정하고 모든 평가지표의 최종점수들을 합하면 각 평가위원의 평가점수가 되며 평가위원들 평가점수를 산술평균하면 대상지 입지평가결과가 된다.

• 수산해양교육연구
• /
• 제26권5호
• /
• pp.1108-1118
• /
• 2014

The purpose of this study was to spread the education of human creativity program and its possibility of consistency, and its application to school system by exploring the evaluation system that determines the valuable and useful decisions. This study was based on the evaluation system according to CIPP model regarding the program's general ideas and its role. The interest of the education of human creativity was increasing as well as its progress of program, and we searched 13 figures and 55 evaluation index according to increase the program's effectiveness and nation-wise situation of evaluation model. The conclusion of this study was that the human creativity program's evaluation was composed of six compartments. And the context evaluation was composed of three evaluation models and eleven index, and input evaluation was composed of three evaluation model and 15 index, while process evaluation is composed of three evaluation models and thirteen evaluation index. Lastly, output evaluation had four evaluation model and sixteen index.

• 한국사회복지학
• /
• 제47권
• /
• pp.334-368
• /
• 2001

The purpose of this study is to apply to the phenomenological self-evaluation method in the social welfare agency. It means that the phenomenological self-evaluation method accepts "the reality" which occurs in the social welfare setting, and functions for the social worker to play dual role of practitioner-evaluator. This paper examines two dimensions of social work evaluation theory and practice. Firstly, this study is to investigate a trend of evaluation in social work setting, and seeks theoretical aspect of phenomenological self-evaluation method, with emphasis on the strength and limit of the positivism evaluation methods. Although qualitative evaluation was suggested to make an alternative to the positivism by qualitative researchers, they did not suggest the specific methods and roles of the practitioner-evaluator. In this study, two directions of the phenomenological self-evaluation method are suggested to overcome the limitations. which are "environment-relation self-evaluation" and "program-oriented self-evaluation". Secondly, the result of phenomenological self-evaluation studies for the social welfare community center program and organization in kangnam district from June, 1994 (Program-oriented self-evaluation) to march, 2000 (Environment-relation self-evaluation) are presented. the phenomenological self-evaluation study showed the expected outcome such as; reflective self-training, making a practice knowledge, enhancing service quality, and reinforcing the identity of social welfare profession.

• 한국벤처창업학회:학술대회논문집
• /
• 한국벤처창업학회 2009년도 통합학술대회
• /
• pp.5-24
• /
• 2009

This study is the result of meta evaluation for the self evaluation of defense R&D programs in Korea. The overall meta evaluation result of defense R&D programs gained 74.3 points out of 100, so it was evaluated as 'Good'. But it demonstrated that further improvement for overall system of defense R&D programs evaluation is required. And especially, it demonstrated that more alternatives are necessary in order to improve the utilizations and the feedbacks of evaluation results. The evaluation context component gained 80.2 points out of 100, so it was evaluated as 'Very Good'. The evaluation input component gained 73.1 points out of 100, so it was evaluated as 'Good'. The evaluation process component gained 74.8 points out of 100, so it was evaluated as 'Good'. From the analysis, it is attempted to identify possible problems and to find out the ways of improvements related to the self evaluation system of defense R&D Programs.

• 지식경영연구
• /
• 제10권2호
• /
• pp.65-84
• /
• 2009

The purpose of this study is to develop Meta Evaluation Indicators for Defense R&D Programs in Korea. At first, the four components of this meta evaluation model were designed, which are evaluation context, evaluation input, evaluation process and evaluation outcome. And fifty two indicators for this meta evaluation were developed by experts who performed evaluations for Defense R&D Programs. The reliability of components and items was verified by Cronbach's ${\alpha}$ coefficient. It was over 0.6 in all areas. The validity of components and items was verified by Factor Analysis. Analytic Hierarchy Process method was used in assigning the evaluation weight. The survey of twenty two evaluators participated in Defense R&D Programs showed that the Consistency Ratio was under 0.1 in evaluation components and items. In this study, an objective and reasonable set of Defense R&D Meta Evaluation Indicators was developed to increase the responsibility of Defense R&D Programs and improve the quality of evaluation results.

• Korean Journal of Mathematics
• /
• 제19권4호
• /
• pp.495-521
• /
• 2011

예비교사들에게 가상수업을 실시하여 가상 수학수업에 대한 자기평가와 동료평가 및 교수자의 평가를 실시한 결과, 가상 수학수업에 대한 자기평가와 동료평가 교수자의 평가에 차이가 나타났다. 예비교사들이 가상수업에 대한 자기평가와 동료평가의 많은 경험을 통하여 교수방법을 반성할 기회를 가지도록 해야 할 것으로 보인다.