• 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.

• Educational Technology International
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• v.6 no.2
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• pp.23-41
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• 2005

One of the main factors that determine the quality of instruction is the teaching ability of the instructor administering the class. To evaluate teaching ability, methods such as peer review, student feedback, and teaching portfolio can be used. Among these, because feedback from the students is directly associated with how well the students feel they have learned, it is essential to improving instruction and teaching ability. The principal aim of instruction evaluation lies in the evaluation of instructor's qualification and the improvement of instruction quality by enhancing professionalism. However, the mandatory instruction evaluations currently being carried out at the term's end in universities today have limitations in improving instruction in terms of its evaluation items and times. To improve the quality of instruction and raise teaching abilities, instruction evaluations should not stop at simply being carried out but also be utilized as useful data for students and teachers. In other words, they need to be used to develop teaching and improve instruction for teachers, and consequently, should also exert a positive influence on students' scholastic achievements and learning ability. The most important thing in evaluation is the acquisition of accurate information and how to utilize it to improve instruction. The online instruction diagnosis item pool is a more realistic feedback device developed to improve instruction quality. The instruction diagnosis item pool is a cafeteria-like collection of hundreds of feedback questions provided to enable instructors to diagnose their instruction through self-diagnosis or students' feedback, and the instructors can directly select the questions that are appropriate to the special characteristics of their instruction voluntarily make use of them whenever they are needed. The current study, in order to find out if the online instruction diagnosis item pool is truly useful in reforming and improving instruction, conducted pre and post tests using 256 undergraduate students from Y university as subjects, and studied the effects of student feedback on instructions. Results showed that the implementation of instruction diagnosis improved students' responsibility regarding their classes, and students had positive opinions regarding the usefulness of online instruction diagnosis item pool in instruction evaluation. Also, after instruction diagnosis, analyzing the results through consultations with education development specialists, and then establishing and carrying out instruction reforms were shown to be more effective. In order to utilize the instruction diagnostic system more effectively, from planning the execution of instruction diagnosis to analyzing the results, consulting, and deciding how those results could be utilized to instruction, a systematic strategy is needed. In addition, professors and students need to develop a more active sense of ownership in order to elevate the level of their instruction.

• Journal of Korean Elementary Science Education
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• v.19 no.2
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• pp.29-41
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• 2000

The purpose of this study is to examine the effects of the Portfolio applied science instruction on the students' scientific affective domain and perceptions of portfolio in elementary schools. Portfolio applied science instruction of the 6th grade science unit 'Environment pollution and Nature protection' was developed for this study. Traditional instruction was implemented to the control group and portfolio applied science instruction was implemented to the experimental group. Pretests of the scientific affective domain were administered to both groups. The treatment was given for about seven weeks for both groups. Instruments about scientific affective domain were administered to both groups. A questionnaire on perception of portfolio applied science instruction was given to the experimental group after the treatment. The results were analyzed using t-test on the students' scientific affective domain. The results of this study are as follows: 1. Portfolio applied science instruction program for elementary schools was developed. Students themselves determine the portfolio learning goal in a portfolio applied science instruction. Students construct the portfolio and they evaluate themselves and other colleagues. Also teachers go on portfolio applied science instruction considering portfolio purpose, concepts, evaluation. 2. There was not a statistically meaningful difference between an experimental group and a control group o]1 the students' scientific affective domain. In three sub categories of a scientific affective domain, the science perception, the interest on science and scientific attitude, there were not statistically meaningful difference among them. 3. As the results of the questionnaire on perceptions of portfolio, they didn't understand it very well but after learning portfolio, they showed positive attitude to perceptions of portfolio. Students in portfolio applied science instruction like more the portfolio applied science instruction than general instruction. 4. Portfolio applied science instruction has an useful value as a method of teaching and evaluation. Students and teachers can produce various portfolios products in portfolio applied science instruction. As a conclusion, portfolio applied science instruction was not statistically meaningful on the students' scientific affective domain, but it gives positive effects on perceptions of portfolio in elementary schools. Therefore, portfolio has an educational value as a method of teaching and evaluation for students' growth. In the future, teachers and students must have interaction and feedback in portfolio applied science instruction.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1993.06a
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• pp.1082-1085
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• 1993

In this paper, we notice the fact that a human learning process is characterized by a process under a natural language environment, and discuss an approach of learning based on indirect linguistic instructions. An instruction is interpreted through some meaning elements and each trend. Fuzzy evaluation rule are constructed for the searched meaning elements of the given instruction, and the performance of a system to be learned is improved by the evaluation rules. In this paper, we propose a framework of learning based on indirect linguistic instruction based learning using fuzzy theory: FULLINS(FUzzy-Learning based on Linguistic IN-Struction). The validity of FULLINS is shown by applying it to helicopter flight control.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.1077-1098
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• 2013

Science gifted students enrolled in a program, where classes had either explicit or implicit instruction about self-directed learning, were asked to write what was satisfying after each class. This process was part of the evaluation of the program. Students' descriptions related to self-directed learning are compared in these two classes, one with explicit instruction and the other with implicit instruction. First, most of the components related to self-directed learning, which were reported in the previous research articles, were mentioned in students evaluation. If there was any specific description regarding what was satisfying, there were components of self-directed learning. Students descriptions were consistent with list of self-directed learning components, which was constructed based on the previous research. Therefore it may be concluded that students recognized most of the reported self-directed learning components and satisfied with them. Second, There were differences in the evaluation of two types of classes. The evaluation of class with explicit instruction contained more self-directed learning components more frequently. For example, students worked in small groups in both classes. However more students mentioned small groups in classes with explicit instruction. As a result the explicit instruction appears to be more effective for students to recognize the self-directed learning components. However some of the components mentioned in classes with implicit instruction were not mentioned in the classes with explicit instruction. Therefore classes with explicit and implicit instructions are complimentary with each other and both instructions are necessary.

• 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 The Korean Association of Information Education
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• v.8 no.1
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• pp.27-35
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• 2004

In Web-based instruction, learners are the subjects. learners differently accept web-based instruction that educational experts and system developers should think effectively that. This study was researched evaluation criteria that learners should think web-based instruction successively. research method process was following. driving 35 criteria in literary review about effectiveness web-bases instruction strategies and the questionnaire was marked up by learners and the questionnaire was conducted by factor analysis, driving 4 factors 28 criteria. By study findings learners think important component for effective web-based instruction to instructional strategis, system facility, tutor to help learning course, screen design. finally, for impletation effective web-based instruction consider implementation process by ISD.

• Journal of Korean Home Economics Education Association
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• v.2 no.1
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• pp.123-142
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• 1990

The aim of this study is to apply lesson design of high school home economics to model which consists of six steps of instructional procedure among various models for instructional design, Through thesis, central content of each step was written as follows; 1) At the step of establishment of terminal instructional objectives, educational objectives, terminal instructional objectives was analyzed and specific instructional objectives was extracted. 3) At the step of diagnosis of entering behavior, ability of prior learning and ability of preliminary learning were evaluated, which was used as establishing instructional strategy and doing individual guidance. 4)At the step of determining instructional strategy, instructional strategy should be extracted by considering instructional event which is adequate to content of instruction. Instructional strategy consists of five main factor, factors, those are, activity of introduction of instruction, presentation of content of instruction and information, participation of learner and learning activity, identification of learning result, and subsequent treatment after evaluation. 5)Specific activity at the step of selection and development of instructional media consists of reidentification of instructional objectives determination of learning type, drawing up instructional media analysis sheet, synthesis of selected media, and explanatory note of selected media. In order to increase efficiency of instruction at the step of determining instructional strategy, this step should be considered simultaneously. 6)The step of try-out and evaluation of instructional design should be efficient when designed instruction was inputted at class after evaluation of each step of instructional design.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.97-111
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• 2018

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 six types of mathematics competencies such as problem solving, communication, reasoning, creativity and collaboration, information and handling, attitude and practice which were emphasized in the mathematical curriculum revised in 2015. By the result, seventh evaluation domains such as an instruction involving problem-solving activity, an instruction involving reasoning activity, instruction involving communication activity, instruction on information and handling activity, instruction involving learners' achievement level and attitude, instruction involving the development of assessment method and tool, instruction applying on assessment result were new established. According to those domains, the 19 instructional evaluation standards were developed totally. 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.

• Proceedings of the Korea Contents Association Conference
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• 2005.05a
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• pp.31-35
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• 2005

In this paper, we designed and implemented the web-based instruction system to improve quality of education and achieve efficient instruction-learning throughout the WBI. This web-based evaluation system lets learners make up their lesson in a self-oriented and effective way, by letting instructors diagnose learners level of understanding trigonometric function and letting learners take part in evaluation as well. The system also lets instructors easily make out items for evaluation by using 한글(Korean Language Word processor) and present them on the Web.