• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.190-203
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• 2002

The purpose of this study is to test content validity of a portfolio assessment and to analyse the information which can be obtained from student portfolios. The content validity of the portfolio was tested against the objectives of each lesson and the emphasis of curriculum. The information was identified from the analysis of student portfolios. Students' portfolios from a fourth grade class in Pyeungteak, Kyeungki-do were used for analysis. The portfolios included students' evidence of learning on (I) Strata, Unit 2 'Strata and Fossil,' and (3) Change of Object by Heat, Unit 4 'Heat and Change of Object'. Fourth-grade science textbooks were also analyzed to understand the base level information for portfolio analysis. Two science education specialists and ten elementary teachers majored in science education took part in this analysis. The results of the analysis showed $70{\sim}100%$ of agreement between the objectives of lesson and portfolio forms. Over 90% of agreement is reached between portfolio forms and the emphasis of the curriculum. Student portfolios revealed much information on comprehension, observation, will to study, and process of learning. They also revealed some information on drawing conclusion, communication. self-direction, progress of learning, self-concept, interaction, and process of learning. As a whole, the information in students' portfolios is similar with that dealt in science textbooks. However, students' portfolios have more information on anticipation, will to study, self-direction, and interaction. On the contrary, science textbook deals more with information on observation, planning inquiry, than students' portfolios. The portfolio assessment examined has very sound content validity. The results also show that much more and various information which can not be obtained from pencil and paper test could be obtained from student portfolios. The use of information, obtained from student portfolios will make it possible understand students' learning. their strength and weakness, hence improve student' science learning.

• Journal of Digital Contents Society
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• v.11 no.4
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• pp.487-494
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• 2010

One of the major issues in the field of corporate training and formal education is the support of personalized learning. Successful personalized learning needs the availability of the relevant learning contents at just-in-time for learners each. The competency is one of personal characteristics. So competency-based learning is one of the methods that fulfill the above need. Successful competency-based learning needs the method that recommends the relevant contents for the user's deficient competency based on the user's current competency and objectives. We assume that there exists a student information system that provides each user's competences and objectives as fields of a LIP/ePortfolio-compliant student information. This paper proposes an ontology-based system that, given the user's competences and objectives from the above student informaton system, recommends the relevant contents among a large number of educational contents using competency ontology and domain ontology. The advantage of this system can easily handle the change of competency map and terms related with competences in student information and education contents.

• Journal of the Korean School Mathematics Society
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• v.7 no.2
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• pp.1-20
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• 2004

The purpose of this study is to suggest the new way about performance assessment through analyzing about what changes are occurred on mathematical attitude and interest by performance assessment as comparing and analyzing the effect on learners' mathematical preferences and learning attitudes through the application of teaching and evaluating model utilizing portfolio products using mathematical history which is one of the various ways of performance assessment. That can satisfy the feature of performance assessment that realizes instruction and assessment simultaneously on the first grade at high school. Also, it can reduce the teachers' works, search the potential ability of students, realize level type curriculum, and draw out the learners' interests because it is a self-leading instruction that consists of student-centered learning. For the purpose of this study, the role of mathematical history and its advantage and the way of utilizing it in mathematical history by referring to sundry records were studied. Evaluation, the way of performance assessment and scoring were also considered to design portfolio teaching and evaluating model using mathematical history. To solve the another tasks for this study, mathematical preference factors and mathematical learning attitude factors are used. Mathematical preference factors divide into confidence, flexibility, will, curiosity, reflection, and value and then make 4 questions each factor. And mathematical learning attitude factors divide into self-esteem, attitude, and learning habit and then make 10 questions each factor. These factors need to be reorganized the materials which are made by Korean Education Development Institute(1992) to be agreed with the purpose of this study.

• Journal of Korean society of Dental Hygiene
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• v.12 no.1
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• pp.93-101
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• 2012

Objectives : The purpose of this study was to examine the educational effect of cooperative learning, which enables learners to make portfolio by taking advantage of their knowledge and skills acquired through practice, on an oral prophylaxis practice course in an attempt to stir up the spontaneous learning of learners, their learning interest and problem-solving skills. Methods : The selected dental hygiene students engaged in cooperative learning in oral prophylaxis practice III class in the second semester of their sophomore year by utilizing portfolio that was prepared by altering an inclusive dental hygiene practice model. They completed all the 15-week practice course, and then their portfolio was evaluated. They were divided into eight nonequivalent groups whose members were all different in academic standing, and their learning strategies and academic self-efficacy were checked before and after the instruction was provided. And their satisfaction with the class was investigated after the instruction was provided. Results : 1. There were significant gaps to $0.36{\pm}0.07$ in the charge of learning strategies after they engaged in cooperative learning(p<0.01). There were the broadest differences in cognitive strategies to 3.61, followed by metacognitive strategies to 3.19, and significant differences were found in all the subfactors(p<0.01). 2. There were significant gaps in the charge of self-efficancy to $0.13{\pm}0.06$ after they engaged in cooperative learning(p<0.01). There were the widest differences in self-regulating efficancy to 3.49, followed by confidence to 3.03 and task difficulty preference to 2.97, and significant differences were found in all the subfactors(p<0.01). 3. When their satisfaction level was analyzed after engaging in cooperative learning, there were significant gaps to 3.94 in the satisfaction level with all of the lectures(p<0.01). There were significant gaps in the satisfaction level with lecture to 4.20, with ensuring academic achievement to 4.13 and with cooperative learning to 3.48 (p<0.01). Conclusions : The above-mentioned findings indicated that cooperative learning had a positive impact on the learning strategies, academic self-efficacy and class satisfaction of the learners, and this study is expected to lay the foundation for the development of new teaching methods for dental hygiene.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.9 no.1
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• pp.214-220
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• 2008

This study aims to design a digital portfolio assessment system in ubiquitous computing(DPASUbi). To achieve that goal, the following issues were worked: Review of various theoretical discussions on portfolio and an analysis of existing programs to select elements to be included in the DPASUbi. Educational evaluation scenarios for the DPASUbi were developed based on the elements. The system was designed on reflecting these elements, that is, learning activities, assessment and usage of portfolio, ubiquitous technology and database. This system will provide guidance on what methods and assessment procedures should be applied in the ubiquitous computing environment totally different from the conventional one. Also, The new system will be helpful in indicating what kind of techniques should be required in the real educational evaluation.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.109-121
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• 1997

A lot of educators claim that the open education should be performed in elementary classroom, but it is true that they do not suggest the specific direction of practicing open education in case of mathematics subject. Although a project lesson is recommended, there is little case that suggests the direction of practice and the evaluation method of project lesson. Therefore this study searchs for the possibility of practicing open education in elementary mathematics classroom by reviewing the portfolio assessment and suggesting the specific case of applying the portfolio assessment to project lesson. A portfolio is a folder in which is recording solution process, student's self reflection, and teacher's comment, about topics and problems more than one. Students can see their own varying aspects and recognize their own merits and demerits, sincerities, and potentialities by portfolio assessment. Futheremore, teacher can both grasp the student's cognitive situation and give them the professional advice about the cognitive development. That is, they can perform the instruction underlining the learner's ability and personality, by identifying what Vygotsky calls 'the proximal zone of development' through portfolio assessment. Consequently, portfolio assessment is an alternative evaluation method for integrating process and product of learning, and can be used as an important tool for developing the learner's potential possibility of self-realization.

• Journal of the Korean earth science society
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• v.23 no.8
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• pp.659-665
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• 2002

The purpose of the study is to investigate the effects of portfolio on the organization and the quantity of the students’ science concepts. Two fourth grade classes were selected from an elementary school in Pyungtaek-shi, Kyunggi-do, and one class is assigned to experimental group, the other control group. Experimental group received portfolio teaching, and control group received conventional instruction. The effects of portfolio teaching were investigated with students’ mind maps. Students participated had training to develop mind maps, and developed mind maps four times during learning two units, strata and fossils, and change by heat. Mind maps developed by students were scored and analyzed with SPSS. The class with portfolio instruction showed higher scores than control group. In conclusion, the portfolio teaching enhances the organization and the quantity of students’ science concepts.

• Journal of The Korean Association For Science Education
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• v.21 no.3
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• pp.529-536
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• 2001

The purpose of the research is to investigate the effects of a portfolio system on students' socio-psychological classroom environments in elementary science class. Two schools were selected from a metropolitan area, a city, and one school from a rural area in central Korea. Two fifth-grade classes were sampled from each school selected, and one class is assigned to experimental group and the other to control group, respectively. The total number of participants of the study is 399. Portfolio system was administered to experimental group, and conventional teaching to control group for two and half month. WIHIC, an inventory to measure socio-psychological classroom environment, was administered as a pre- and post-test. Experimental group gained statistically higher scores on WIHIC after administering portfolio system. They showed more positive perceptions on sub-areas of WIHIC such as teacher support, task orientation, and equity. There is interaction between region and group: the effects of the portfolio system is highest in rural area, lowest in metropolitan area, and the city in between. Portfolio system have positive effects on students' socio-psychological classroom environments. Enhanced socio-psychological classroom environments is expected to contribute to positive self-concept, higher science achievements, and self-directed learning.

• Journal of the Korean Society of Industry Convergence
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• v.25 no.3
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• pp.467-476
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• 2022

The Bank of Korea raised the benchmark interest rate by a quarter percentage point to 1.75 percent per year, and analysts predict that South Korea's policy rate will reach 2.00 percent by the end of calendar year 2022. Furthermore, because market volatility has been significantly increased by a variety of factors, including rising rates, inflation, and market volatility, many investors have struggled to meet their financial objectives or deliver returns. Banks and financial institutions are attempting to provide Robo-Advisors to manage client portfolios without human intervention in this situation. In this regard, determining the best hyper-parameter combination is becoming increasingly important. This study compares some activation functions of the Deep Deterministic Policy Gradient(DDPG) and Twin-delayed Deep Deterministic Policy Gradient (TD3) Algorithms to choose a sequence of actions that maximizes long-term reward. The DDPG and TD3 outperformed its benchmark index, according to the results. One reason for this is that we need to understand the action probabilities in order to choose an action and receive a reward, which we then compare to the state value to determine an advantage. As interest in machine learning has grown and research into deep reinforcement learning has become more active, finding an optimal hyper-parameter combination for DDPG and TD3 has become increasingly important.

• Journal of Educational Research in Mathematics
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• v.18 no.1
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• pp.63-80
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• 2008

In this paper, we suggested generally some samples and cases of portfolio but centered on elementary mathematics in New Zealand elementary school in the aspects of the assessment for learning activity of learner and so we have found some suggestive points by comparing New Zealand portfolio with ours. Finally, we have an objects that the teachers here in Korea can use these results as a cases which are benchmarked by them. We had known through this paper that portfolio assessment in New Zealand elementary school deals with various aspects and it was accessing in the direction of creating knowledge positively through the real life, not textbookish or artificial problem and also it had a characteristics dealing with real life situation or context without filtering. Especially, it always dealt with all regions of curriculum and looked like focusing on the connections of curriculum relatively.