• Journal of Korean Society of Industrial and Systems Engineering
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• v.36 no.1
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• pp.44-52
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• 2013

For evaluating participation in collaboration project, the peer assement method is mostly used and various scoring methods have been proposed. But, the reliability and validity of the peer assessment method are still doubted for all most method. In order to overcome these weaknesss, some guidelines and training methods have been recommended. In this article, however, statistical technique is proposed for measuring individual contributions to collaboration projects considering each assessor's reliability. The gist of our proposed algorithm is that an assessor's reliability depends on the evaluation policy, and this reliability is evaluated by an analysis of variance of the scores assigned by the assessor. We also show that the proposed method is very efficient by case study in university class.

• International Journal of Human Ecology
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• v.11 no.2
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• pp.1-14
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• 2010

The main purpose of this study was to identify the impact of neighborhood settings on peer risks experienced by delinquent adolescents. A convenience sample of 1,086 youth who came to the attention of four county juvenile courts was used for the present study. The peer risk levels were measured through use of version 1.0 of the Global Risk Assessment Device (GRAD); in addition, neighborhood information obtained from the National Census was utilized. The results of the HLM demonstrated that there were significant between-neighborhood variations in peer risks and the neighborhood economic disadvantage variable was associated with peer risks after controlling for the variables of individual characteristics. The findings of this study add to the literature on juvenile delinquency by providing empirical support for the proposed model that illustrates the significant relationship between a neighborhood setting indicator and peer risks experienced by delinquent adolescents when practicing treatment or intervention programs with delinquent adolescents.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.5
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• pp.403-411
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• 2021

This paper discusses the relationship between debt literacy, peer-to-peer lending, and over-indebtedness in Indonesia. It is essential because the number of loans on this platform continues to increase, both legal and illegal. Data was collected online in collaboration with commercial market research firms, JajakPendapat.net. Debt literacy and over-indebtedness were measured by self-assessment with questions from Lusardi and Tufano (2009a). Questions for debt literacy are about interest compounding, debt interest, and the application of time value of money in payment options. The question for over-indebtedness is about the amount of debt and the conditions resulting from that debt. By using descriptive methods, it is clear that the majority of respondents, both borrowers and non-peer-to-peer lending borrowers are debt illiterate, and those who have poor debt literacy have huge debt. Overall, only 1.85% of the respondents were debt literate. Those who live on the island of Java have better literacy because they are the center of economic growth in Indonesia. Debt from peer-to-peer (P2P) lending also has the potential to create problems, namely over-indebtedness. P2P lending borrowers also have very poor debt literacy. However, there is no difference in debt literacy between P2P lending borrowers and non-P2P lending borrowers.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.353-361
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• 2015

This study focused on the use of peer assessment activities to investigate its the impact on students' argumentation skills in argument-based inquiry. The participants of the study were 106 10th grade students (four classes). Two classes were assigned to the experimental group, and the other two classes were assigned to the comparative group. The experimental group was taught argument-based inquiry through the application of peer assessment activities. The comparative group was taught argument-based inquiry without peer assessments. At the claim and evidence stage, students were asked to evaluate whether peers' claims fit with the evidence and whether peers' explanation of the evidences validity was sufficient. The quality of argumentation used in the students' writing was different in each group. According to the analysis of the summary writing test, the results showed that the experimental group had a significantly higher mean score than the comparative group in argumentation components, including evidence and warrant/backing. In addition, the experimental group used better multimodal representation including explanation of evidence than the comparative group. The findings showed that argument-based inquiry applying peer assessment activities had an effect on the argumentation skills in students' writing.

• Communications for Statistical Applications and Methods
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• v.18 no.3
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• pp.287-294
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• 2011

Peer assessment is an educational valuation system that involves studying with a colleague and granting value to the progress made by the colleague. Although this method has many merits, there is also a drawback pertaining to calculating the mean of the scores that were granted to the levels of contribution. However, this has been improved upon by a diversified study. However, the concept of the chi-square test and p-value used in the preceding study is not easy individuals engaged in the industrial engineering field or education when using peer assessment. This study uses simple statistics like standard deviation, in addition to, investigating the availability of a suggested method as well as examples of utility and application. This study can contribute to increase the convenience of users through the use of convenience analysis and with this method.

• The Journal of Korean Association of Computer Education
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• v.6 no.4
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• pp.1-10
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• 2003

There are various kinds of instructional models in the 7th national curriculum. Among them, cooperative learning is given to students in some schools. In cooperative learning, the items for assessing the team members are required in order to evaluate the individual activities for problem solving, and to know the way of objective thinking each student does. Web-based environment is good for cooperative learning. In this paper, as a previous research work of web-based cooperative learning, we propose new assessment items which are based on the outcome D belongs to the set of 11 student learning outcomes design attributed framework developed by ABET EC-2000 and the cognitive categories defined by Bloom's taxonomy. These assessment items consist of self and peer assessment. The self assessment items include the evidence of the students' thought and their own assessment. On the other hand, the peer assessment can give the students the opportunities to participate in their activities enthusiastically, to offer interactive individual feedbacks, and to develop potential through various experiences.

• Journal of the Korean Society of Safety
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• v.18 no.2
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• pp.98-103
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• 2003

Based on ASME probabilistic risk assessment (PRA) and NEI PRA peer review guidance, we evaluate a human reliability analysis (HRA) in probabilistic safety assessment (PSA) for Korea standard nuclear power plants, Ulchin Unit 3&4, to improve it performed at under design. The HRA for Ulchin Unit 3&4 is assessed as higher than Grade I based on ASME PRA standard and as higher than Grade 2 based on NEI PRA peer review guidance. The major items to be improved identified through the evaluation process are the documentation, the systematic human reliability analysis, the participitation of operators in the works and review of HRA. We suggest the guidance on the identification and qualitative screening analysis for pre-accident human errors and solve some items to be improved using the suggested guidance.

• Journal of Educational Research in Mathematics
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• v.14 no.4
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• pp.403-419
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• 2004

The perspective on this study assumes that the mathematical modeling activity provides students with the environment which promotes metacognitive thinking. The purposes of this paper are to investigate metacognitive thinking on the mathematical modeling with the result of case study. The study revealed that development of students' model was accompanied with the control and monitoring of modeling activities. Also students refined the model by self-assessment and peer-assessment in small group modeling activities and developed generalizable model.

• Smart Media Journal
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• v.12 no.5
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• pp.88-101
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• 2023

As the definition and role of design changes over time with the times and society, design education needs to update teaching methods to match it. The course design in this study began with an optimisation of the learning model based on previous research and analysis, followed by in-depth interviews, the application of the interview results to the final curriculum design, and finally a questionnaire to verify the positive effects of this teaching model. This teaching model has been applied to teach a pilot class in a university of applied sciences in China. The main characteristics of the course design are Project-Based Learning (PJBL) oriented, team cooperation centric, and an educational model developed based on peer assessment. In every stage of the UI design course, realistic project simulations are adopted, enhancing students' abilities through practical experience, teamwork, and peer assessment. The innovation lies in validating the effectiveness and advantages of this model at every stage of the UI design course, innovating existing teaching methods, optimizing learning models, and combining practice with evaluation. This research found that a project-oriented team course design based on PJBL has a high degree of effectiveness and relevance in each stage of the UI design course, significantly improving students' overall competence. It is expected that the results of this study can be applied in various ways to the course design of the courses that similar to design majors.

• Journal of the Korean Home Economics Association
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• v.32 no.1
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• pp.119-132
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• 1994

The purpose of this study was to investigate children's self-perceptions of social competence in three different levels of peer status and to determine the degree of congruence between children's perceptions and teachers' ratings of social competence. The subjects were 46 bpys and 44 girls identified as popular neglected and rejected by peers in preschool and in first and second grades. A sociometric test was used to identify children's peer status. Children's self-perceptions were assessed by the social Competence Scale for Young Children and teachers' assessment of children's competence was collected by a rating scale. The data were analyzed by 3-way ANOVA 2-way MANOVA for repeated measures and pearson product-moment correlations. The results showed that children's self-perceptions of social competence were generally positive and not significantly different by peer status and grade level in three of the four domains. For the maternal acceptance domain the degree of acceptance perceived by neglected group decreased with grade while those of popular children increased. The degree of congruence between children's perceptions and teachers' ratings were different by peer status. Popular children's estimation of their social competence was more congruent with teachers but neglected and rejected children overestimated their competence.