• Journal of Fisheries and Marine Sciences Education
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• v.27 no.2
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• pp.452-466
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• 2015

The study analyzed the result of a survey on educational programs after the provision of professional development education in textile-based industries, with the aim of suggesting a method of evaluating professional development education, by shedding new light on the educational contents and environment required by industries and on the components required to strengthen competence based on an evaluation of the outcomes of such educational programs. Methods of analysis included frequency & average analysis, ANOVA and portfolio analysis, and a questionnaire containing seven questions on satisfaction with 'educational contents,' six questions on satisfaction with 'educational environment,' three questions on educational effect and questions on overall satisfaction with education was used as an analysis tool. Data used in the analysis was obtained through a survey of the attendants of lectures given from January 2014 to September 2014, and the respondents included 30 persons enrolled in CEO courses, 167 persons enrolled in employment courses and 101 persons enrolled in employment & start-up business courses. The results of the research are as follows. 1. Looking at frequency distribution by educational course, it was shown, from highest to lowest, to be Incumbent Courses (167 persons, 56%), Employment & Start-up Courses (101 persons, 33.9%) and CEO Courses (30 persons, 10.1%). Looking at average analysis by question, the value of most questions on Employment & Start-up Courses turned out to be lower than Employment Courses and CEO Courses. 2. Through a variance analysis on questions related to educational courses (Employment & Start-up Course, Incumbent Course & CEO Course) and post-verification, it turned out that Employment Course is in the same group as the CEO Course in most questions, and that Employment & Start-up Course was a separate group. 3. Overall satisfaction with education turned out to be as high, at 4.1 out of 5. 4. Through a portfolio analysis on educational courses, it was found that 'Overall Satisfaction with Educational Contents,' 'Usefulness of Educational Contents,' 'Overall Satisfaction with Educational Environment' and 'Quality and Ability of Instructors' were included in areas of recommendation.

• Journal of Korean society of Dental Hygiene
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• v.23 no.4
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• pp.277-286
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• 2023

Objectives: In this study, we aimed to develop a systematic tool that can evaluate the effects of interprofessional education (IPE) by applying four core competencies (values/ethics for interprofessional practice, roles/responsibilities, interprofessional communication, and teams and teamwork) and an educational evaluation model to evaluate the learning, behavior of learners, and results step by step. Methods: Previous studies on IPE evaluation tools were analyzed, and an evaluation tool (draft) was developed by modifying questions suitable for evaluation according to the Kirkpatrick model's stages and core competencies. The evaluation tool was completed by conducting a Delphi survey twice with 4-6 experts. To analyze the Delphi survey, the content validity index (CVI) was calculated, and the reliability coefficient (Cronbach's alpha coefficient) was used to measure reliability. Results: 29 questions on pre-education, consisting of learning and behavior stages, and 54 questions on post-education, consisting of reaction, learning, behavior, and results stages, were developed. The CVI and Cronbach's alpha coefficient values were >0.8 and >0.6, respectively. Conclusions: The IPE evaluation tool developed in this study is expected to contribute to the evaluation of the educational level of IPE and the identification of points for improvement when applied to various educational settings.

• Korean Institute of Interior Design Journal
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• v.26 no.4
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• pp.22-29
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• 2017

This paper investigates the evaluation criteria in order to manage healing environment of long-term care elderly hospital. Elderly hospital evaluation tool developed by Korean Government is used to assess elderly hospital facilities to check the hospital facility and maintain its quality. However, the evaluation indicators and questions mainly focusing on safety indicators. Some questions are too vague for precise evaluation. In this paper, we discuss the advantages and disadvantages of the present evaluation criteria to establish new assessment tool for precise evaluation. The literature research was conducted tp set up the new evaluation criteria. From this research, we developed an elderly focusing on healing environment checklist for elderly care hospital which contains 7 factors as the primary hierarchy structure (Safety, Accessibility, Amenity, Sensibility, Friendly to nature, Territory, Interaction) and 23 factors as the secondary hierarchy structure. This evaluation criteria will help healthcare facility designers and healthcare organizations to build the healthcare facilities.

• The Journal of the Convergence on Culture Technology
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• v.2 no.3
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• pp.15-22
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• 2016

The purpose of this study is to propose improvements for 3D garment simulation system by comparison with the difference between real garment and 3D garment simulation of women's jacket. The process of the study was to take pictures on the standard sized subject wearing the jacket of basic size, to get a avatar from body sizes of the subject, and to obtain images of 3D garment simulation on the avatar. The appearance evaluation was resulted by the method of a questionnaire survey after presenting the images to 24 members of patterner and 22 members of designer. On that appearance evaluation by designer group, perform comparative analysis of differences between the real garment and the 3D garment simulation of women's jacket. On that appearance evaluation by patterner group, perform comparative analysis of differences between the real garment and the 3D garment simulation of women's jacket. There were the differences on 4 areas: 1 questions of the side, 1 questions on the back, 7 questions on the sleeve, and 1 questions on the collar, and the results showed that the 3D garment simulation was preferable on each question.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.861-884
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• 2011

In this study, we developed and applied 15 evaluation questions about light to 30 middle school students in K University Science Education Institute for the Gifted. Then we used the theory of knowledge space and analyzed the middle school Science Gifted Students' knowledge state about light. By schematizing the hierarchy from it, we intended to not only measure students' knowledge state about light, but use it as the basic materials to improve teaching methods. To achieve the purpose of this study, we analyzed the evaluation results and individual knowledge state and hierarchy of questions. As a result, there were different knowledge structures in the individual, and we found that we should diagnose them differently. In addition, we have had implications that it has the connection with each questions and the individual knowledge state.

• English Language & Literature Teaching
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• v.9 no.spc
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• pp.39-60
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• 2003

The purpose of the present classroom research is to investigate teacher talk in the primary English classroom with special reference to teacher questions. The analysis of the recorded teacher questions reveals that the teacher asks a carefully structured sequence of questions leading to the clear pedagogical goals she has set: to encourage students to correct themselves; to find out what students know; to personalize the task; and to elicit culture talk. It is also shown that her use of display questions is supportive of learning; the teacher provides feedback in a way which is as communicative as possible in the context of the classroom and which facilitates the attainment of the pedagogical purposes. All these findings suggest that we consider how teacher talk may perform communicative functions in the classroom context rather terms defining communicative teacher talk purely in terms of the norms of communication outside the classroom.

• The Mathematical Education
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• v.49 no.4
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• pp.395-410
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• 2010

Current mathematics of CSAT(College Scholastic Ability Test) faces time to prepare examination questions according to the new curriculum making this year the last. MEST(Minister of Education, Science and Technology) already decided the range of examination in 2008. However, the discuss about how to construct the questions and what form of questions should be set was not conducted enough. Mathematics items of CSAT will have to undergo changes both in 2012 and 2014. Also, reconstruction of the examination questions for the past 16 years and the exploration of the new direction are strongly required. To accord with these requirements, this study analyze Japan's college entrance exam, NCTUA(National Center Test for University Admissions) which is the most similar to our exams. And then on the basis of this, the applicable implication to set mathematics questions in 2012 and 2014 CSAT will be deducted.

• Korean Medical Education Review
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• v.25 no.1
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• pp.68-77
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• 2023

Basic medical education is important for developing the competencies of medical doctors, and it includes basic biomedical sciences, preventive medicine, medical ethics, and clinical science. This study aimed to reveal the current status of the Korean Medical Licensing Examination (KMLE) regarding its evaluation of competencies in basic biomedical sciences. The basic medicine-related questions were screened and selected from the test forms of the KMLE (2016-2018) by personnel conducting basic biomedical science education, and the selected questions were analyzed by three independent groups of undergraduate students at Chonnam National University Medical School in terms of the learning outcomes of basic medical education. The study scope includes the proportion of basic medicine-related questions, which consist of basic medicine questions and basic medicine-related clinical medicine questions, its annual change, discipline distribution, and associated learning outcomes. The average proportions of basic biomedical sciences, preventive medicine and medical law, and clinical sciences were 2.3%, 5.8%, and 91.9% of all questions, respectively. The proportion of basic medicine-related questions, except those on preventive medicine and medical law, was 22.0% of the total, and questions on pharmacology and microbiology accounted for 83.0% of the basic medicine-related questions. The proportion of sub-enabling learning outcomes linked with basic medicine-related questions comprised 14.0% of the total outcomes for basic biomedical sciences and 30.4% for preventive medicine and medical law. It is concluded that the KMLE questions may not sufficiently cover the essential competencies of basic medical education for medical doctors, and the KMLE may need to be improved with regard to competencies in basic biomedical sciences.

• The Korean Nurse
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• v.11 no.2 s.58
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• pp.59-71
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• 1972

This is a research on general evaluation of the nursing profession, which is n professional job, a suitable calling to women and is developing academically day by day. The author gave some questions to the patients. odctors, people, a student nurses, nurs

• Journal of dental hygiene science
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• v.22 no.4
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• pp.256-263
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• 2022

Background: The purpose of this study was to confirm the major motivation for and self-efficacy of career decisions among dental hygiene students and to analyze differences in career decision self-efficacy according to the major motivation. Methods: An online survey was conducted among 194 dental hygiene students. To investigate career decision self-efficacy, 18 questions were posed, including 5 questions on future planning, 4 questions on self-evaluation, 4 questions on job information collection, 3 questions on goal setting, and 2 questions on problem solving. The survey was conducted using a 5-point scale. Results: The motives for choosing a major were a high employment rate (68.6%), a desire to become a professional (36.1%), according to aptitude (27.8%), recommendations by others (26.3%), and according to grades (12.9%). The career decision self-efficacy of the study participants was in the order of self-evaluation factors (3.75 points), problem solving factors a (3.62 points), job information collection factors (3.59 points), future planning factors (3.46 points), goal setting factors (3.44 points) score was high. The career decision self-efficacy scores were higher when the major motivation was "because I want to become a professional" and "because I think I have an aptitude for it." Conclusion: It is necessary to give students who wish to major in dental hygiene an opportunity to consider whether they have an aptitude for it by providing information on not only major subjects but also the duties and roles of dental hygienists. In addition, it is necessary to develop a career education program to help dental hygiene students set their career goals.