• East Asian mathematical journal
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• v.40 no.2
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• pp.149-166
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• 2024

This study is to establish the domains and the standards of instructional evaluation on the teacher knowledge dealing with the knowledge of 'teaching and learning methods and assessment'. Especially, in this study, the instruction assessment standards are developed focused on the five types of mathematics competencies such as problem solving, communication, reasoning, connection, information and handling, which were emphasized in the mathematical curriculum revised in 2022. By the result, ten domains such as an instruction involving instruction goal and content, problem-solving competency, data treatment competency, learners' achievement level and attitude, communication competency, reasoning competency, connection competency, the assessment method and procedure based on the competency, the assessment tool development based on the competency, assessment result based on the competency were new established. According to those domains, the total 20 instructional evaluation standards were developed. This study is limited to consider the domain of 'teaching and learning methods and assessment' among the domains of teacher knowledge, while dealing with the elements of mathematics competencies in the standards. However, instructional evaluation standards reflecting these competencies should be developed in the other diverse domains of teacher knowledge.

• Korean Journal of Agricultural Science
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• v.48 no.4
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• pp.855-863
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• 2021

The purpose of this study is to suggest an improvement plan for the National Technical Qualification Practical Evaluation focusing on National Competency Standards. First, in order to strengthen practical techniques such as field abilities and expertise, practical evaluation methods were applied to the National Competency Standards, referring to a learning module focused on field performance. Second, an expert advisory committee in the field of organic agriculture was utilized to compare, analyze, and match the competency unit and competency unit elements of the National Competency Standards with the national technical qualification examination standards in field of organic agriculture. In addition, in order to identify work in progress in the industrial field, share professional practice skills, and analyze facilities and equipment, we visited an organic agriculture industry site. Through this, a practical evaluation exam was developed. Subsequently, in order to confirm the adequacy of the developed exam, the pilot test assessment was conducted for those majoring in organic agriculture. Finally, as a feasibility study, a survey was conducted. Based on the results, greater technical job competency in the field of organic agriculture will contribute to strengthening knowledge in this field by suggesting an improvement plan for the national technical qualifications practical evaluation method in the field of organic agriculture.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.2
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• pp.103-121
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• 2013

This study is to examine the basic structure of the professional development of school librarians and to analyze the national evaluation standards, and the states' evaluation tools and self-assessment tool currently used in the United States. The result is as follows: the structure of the school librarians' professional development processes, such as curriculum, certificate, and evaluation, have been affected by the national school library standards published by AASL. NBPTS's Library Media Standards and AASL's Learning4Life evaluation system are proposed as the representative national standards. Many states have developed their standards and tools to evaluate school librarians' performance, these standards are related to the national standards. AASL published A 21st-Century Approach to School Librarian Evaluation for school librarians' self-assessment in 2012, this workbook shows a specific way of developing their expertise.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.159-172
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• 1999

This is the second year study of ''The Development of Model of National Criterion- Referenced Assessment Standards" that had started in 1997. In the study, national assessment standards for high school common science were developed based on national curriculum. In the whole process of developing the standards, high school teachers, university professors and administrators of the Ministry of Education have participated as the "developing group" or "consulting group". Through various activities such as conference, workshop, intensive work, examination by science education experts, the standards and instruments were developed and modified. The research contents can be itemized as follows: - modifying the achievement standards developed in the first year research based on the opinions of various experts(science teachers, professors of science education, philosophers) - developing assessment standards based on the specially designed system. The standards divide students' achievements into three levels(upper/middle/low) and state each level so that it can guide evaluation of achievement. - developing various types of test instruments to probe students' achievement levels for each assessment standard.

• Journal of The Korea Institute of Healthcare Architecture
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• v.23 no.4
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• pp.7-15
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• 2017

Purpose: The Korean government has implemented a Barrier Free Certification System since 2008 to create a secure and convenient environment for the socially disadvantaged. The drastic increase in the number of BF-certification facilities is expected due to the revision of the system and increasing the number of certification institutions. An analysis of individual evaluation items needs to be made for the BF-Certification with public confidence. Method: Korean standard, International Standard(ISO/FDIS 21542, 2011), German Standard(DIN 18040-1, 2010), Austrian Standard(${\ddot{O}}NORM$ B 1600, 2017) and Swiss Standard(Norm SIA 500 / SN 521 500, 2009) were investigated and analyzed. A comprehensive improvement plan is proposed by comparing details of the aforementioned standards and the evaluation items of BF-Certification. Results: Many problems arise in applying existing Barrier-free standards due to changes in population structure, environmental change and the use of powered wheelchairs. International standards are being improved to solve these problems. The korean standards also require improving of the Barrier Free Law and Certification System, which reflect these trends. In korean cases, standards such as the size of the doors (width and height), the Unobstructed Manoeuvring Space and Clear Space at the Latch side of the Door are required to improve standards in accordance with international standards. In addition, the expression of laws and evaluation items of BF-Certification should be clearly defined. And the application of visual contrast standards for the enhancement of perceptions presented in international standards should be considered. Implication: Barrier Free related legal standards and evaluation items of BF-Certification that are used in Korea are required to be revised in consideration of social and environmental changes. Comprehensive improvements should be made through detailed review.

• Analytical Science and Technology
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• v.16 no.1
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• pp.90-93
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• 2003

The standard uncertainties of two different approaches using the same data set are compared and evaluated using an example of gravimetric standard gas preparation. It is shown that the correlation between input quantities should be taken into account for the proper evaluation of uncertainty resulting from random effects.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.569-594
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• 2010

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out several research as follows : 1) establishment of observation elements for selecting examples of good mathematics instruction between 2001 and 2002, 2) development of the standards on teaching evaluation between 2004 and 2006, and 3) investigation on the elements of Pedagogical Content Knowledge including understanding of learners between 2007 and 2008. The purposes of development of mathematics teaching evaluation standards through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those three studies (namely, evaluation standards) focused on the teacher knowledge of learners' understanding. For this purpose, the meaning of learners' understanding was also investigated in-depth. Finally, the concrete elements on teaching evaluation focused on the teacher knowledge of learners' understanding in math class were new developed, based on the literature reviews on learners' understanding. Then, those evaluation elements were developed according to the five domains of learners' understanding such as evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies.

• Journal of the Korean School Mathematics Society
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• v.14 no.3
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• pp.241-263
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• 2011

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out several research as follows : 1) establishment of observation elements for selecting examples of good mathematics instruction between 2001 and 2002, 2) development of the standards on teaching evaluation between 2004 and 2006, and 3) investigation on the elements of Pedagogical Content Knowledge including ‘teaching and learning methods and assesment' between 2007 and 2008. The purposes of development of mathematics teaching evaluation standards through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those three studies (namely, evaluation standards) focused on the knowledge of 'teaching and learning methods and assessment'. For this purpose, seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problem-solving activity, instruction involving learners' achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. According to those seventh evaluation domains, elements on teaching evaluation focused on the knowledge of 'teaching and learning methods and assessment' were established.

• Journal of Society of Preventive Korean Medicine
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• v.23 no.3
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• pp.41-57
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• 2019

Objective : The purpose of our study is to compare and analyze the standards for the 2nd cycle of Evaluation and Accreditation system on institute of Korean Medicine Education & Evaluation (2nd IKMEE standards) and WHO guidelines for quality assurance of Traditional Medicine Education in the Western Pacific Region (WHO/WPRO guidelines) around the global standards of World Federation for Medical Education for basic medical education (WFME standard) to identify the shortcomings and improvements of 2nd IKMEE standards. Method : Each article of 2015 revised WFME standard was translated and summarized with focus on its core content. The next step was to review and analyze the corresponding contents of 2nd IKMEE standards in 2016 and the WHO/WPRO guidelines in 2005 for each item, focusing on the WFME standards. Results : All items in the fields of 3. assessment of students and 7. program evaluation in the WFME domain were absent from the 2nd IKMEE standards, and almost none of the WHO/WPRO guidelines. Most items in 1. the mission and outcomes domain, except for some items in the 1.1 mission field, the items of 2.6~2.8 fields in 2. education program domain, the items of 4. student domain except for the items of 4.3 student counseling and support field, and almost all items about quality development in WFME standards did not have a corresponding item in both the 2nd IKMEE standards and the WHO/WPRO standards. Conclusion : 1. The WFME standards are applicable to the criteria development of IKMEE standards. Several items of the WFME standards may need to be modified to apply the educational characteristics of Korean medicine, but consensus or further study is required. 2. Both the 2nd IKMEE standards and the WHO/WPRO standards are very insufficient to meet the WFME standards. In particular, 3. assessment of students and 7. program evaluation in the WFME domain were not in the 2nd IKMEE standards. This standard needs to be supplemented.

• Proceedings of the Korean Society for Noise and Vibration Engineering Conference
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• 2001.11a
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• pp.387-391
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• 2001

In evaluating sound performance of building, it is important to carry on tests and evaluations based upon residential sound performances. Korean Standards include test methods on sound performance, but don't include any code on evaluation methods. Therefore, evaluation methods from Japan or ISO have been used for evaluating sound performance in domestic so far. In this study, a draft of Korean Standards on a sound performance evaluation method in buildings is proposed.