• Journal of the Korean Chemical Society
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• v.62 no.3
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• pp.203-213
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• 2018

The purpose of this study was to investigate the impact of student assessment activities on claim and evidence formation in argument-based inquiry (ABI) for high school students. The participants of the study were 166 grade 10 students from six different classes in the same high school. The experimental group (84 students) was taught Argument-Based Inquiry with students' self and peer assessment activities. The comparative group (82 students) was taught without the activities. Over one semester students participated in five ABI programs that we developed. According to the analysis of the claim and evidence from groups, the experimental group had a significantly higher mean score than the comparative group. The result of analysis of students' assessment in the experimental group, the frequency about accurate and sufficient evidence revealed to be high and students assessed whether peers' claims fit with the evidence and whether peers' explanations of the evidence's validity was sufficient. Students' answers in the survey and interviews showed that the students though they could improve the accuracy of their ideas, appropriateness of their evidence, and the method of presenting evidence based on the assessment results.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.549-560
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• 2005

Web-based distance teacher training should focus on increasing self-directed problem solving skills of trainers by problem-based instruction(PBL). Performance assessment evaluates achievement of learning goals through the practical performance learning to solve problems in the real situation. This study proposes a web-based performance assessment model for the distance teacher training. It reflects fairness and objectiveness issues of performance assessment which elementary teachers are concerned about through the survey on distance teacher training, and relieves instructors from overload of managing and scoring performance tests. The proposed model provides problem-based learning situations, interactions between individuals and groups, and web-based cooperative evaluation and the peer evaluation.

• Journal of the Korean Chemical Society
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• v.67 no.4
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• pp.253-270
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• 2023

The purpose of this study was to examine the effect of student-led assessment on achievement emotions and science concept understanding in middle school science classes. For this purpose, 4 of the 7 classes in the third grade of mid- dle school in small and medium-sized cities were selected as the experimental group and conducted student-led assessment, while the comparative group (3 classes) conducted teacher-led assessment. The student-led assessment consisted of 4 stages in which learners took initiative to set learning goals and develop assessment criteria, conduct self assessment and peer assess- ment, and carry out seven assessment activities. Student-led assessment was effective in improving positive achievement emotions and relieving negative achievement emotions and increasing students' science concept understanding in middle school students. Students perform student-led assessment, grasp their reach, and repeatedly go through reflective thinking to compensate for deficiencies in the learning process. Therefore, student-led assessment can be used as a tool to increase science concept understanding by continuously checking the level of science concept understanding.

• The Journal of the Korea Contents Association
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• v.10 no.7
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• pp.438-448
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• 2010

This study is aimed for a scale of assessing the work performance, educational operations, and so on of preschool teachers by the peers. It has been previously discussed the studies of scale assesment of preschool teachers, however, the scale assesment had been a self-assesment or a transitory assesment by the senior teachers and principals only. This study is developed to assess the preschool teachers through the peer- teachers. Peer-assesment has strong points that to assess the teachers constantly can be more accurate, the assessment result can be used as the basic material for peer scholarship, and it can give the preschool teachers an opportunity to be recognised on tasks. There are 51 questions are developed to assess the peers. 9 sections total; 1) 6 questions on body human nature 2) 6 questions on view on career 3) 3 questions on self-development 4) 4 questions on curriculum planing 5) 12 questions on administering and managing 6) 6 questions on understanding children 7) 4 questions on managing a class 8) 7 questions on work performance 9) 3 questions on teaching practice. Each section is surveyed by 150 preschool teachers, and the all questions are analysed statistically appropriate of a scale(validity of contents, validity of surveyors, inter-item consistency) and appropriate of each section. It is known this peer assesment of preschool teachers is an appropriate scale.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.107-122
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• 2001

The Purpose of this study is to find the effects of the portfolio assessment on elementary students' scientific knowledge, inquiry process skill, scientific attitudes in the teaching of science. And finally the parents' response to the portfolio assessment is also investigated. In order to reach the goal of this study, the investigator developed the evaluation instrument such as an experimental report and a cumulative observation sheet for the 4th-grade Unit-1 'Light Propagation' and Unit-3 'Separating Mixtures', and then these were administered to 42 4th-grade elementary students in Inchon. Based upon the findings and within the limitations of this study, several conclusions can be drawn regarding the problems investigated. First, as the portfolio assessment offers enough information about individual student's performance, it has a highly positive effect on evaluating the students' scientific knowledges. It can also make possible to grasp the several aspects of the student's progress. Second, the portfolio assessment can be implemented without giving students any psychological pressure from testing itself. Therefore, the portfolio assessment is an effective means of appraising inquiry process skills. Third, the portfolio assessment is effective to evaluate the students' attitude toward science by means of individual records which include such aspects that is hardly found by the teacher who teaches science in the class. Fourth, as most parents showed a positive response to this portfolio assessment, it is considered to be effective method of appraising the result of teaching science at elementary school. Accordingly, this study demonstrated that the portfolio assessment is an effective method that can assess students' scientific knowledges, inquiry process skills, and scientific attitudes gained from science teaching-learning. Therefore, it is necessary to implement the portfolio assessment to other grade students as well in the following study where teacher may give more encouragements and suggestions to sti dents for the better learning motives. Also teachers should suggest more definite evaluation criteria to students so that they may improve the students' self and peer evaluation skills.

• Earthquakes and Structures
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• v.16 no.6
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• pp.705-714
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• 2019

Seismic assessment of underground structures is one of the challenging problems in engineering design. This is because there are usually many sources of uncertainties in rocks and probable earthquake characteristics. Therefore, for decreasing of the uncertainties, seismic response of underground structures should be evaluated by sufficient number of earthquake records which is scarcely possible in common seismic assessment of underground structures. In the present study, a practical risk-based approach was performed for seismic risk assessment of an unsupported tunnel. For this purpose, Incremental Dynamic Analysis (IDA) was used to evaluate the seismic response of a tunnel in south-west railway of Iran and different analyses were conducted using 15 real records of earthquakes which were chosen from the PEER ground motion database. All of the selected records were scaled to different intensity levels (PGA=0.1-1.7 g) and applied to the numerical models. Based on the numerical modeling results, seismic fragility curves of the tunnel under study were derived from the IDA curves. In the next, seismic risk curve of the tunnel were determined by convolving the hazard and fragility curves. On the basis of the tunnel fragility curves, an earthquake with PGA equal to 0.35 g may lead to severe damage or collapse of the tunnel with only 3% probability and the probability of moderate damage to the tunnel is 12%.

• Safety and Health at Work
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• v.11 no.4
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• pp.385-396
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• 2020

Teachers are facing various job demands with psychosocial aspects being fundamental due to the nature of the occupation. Although teachers' work is associated with different psychosocial health risks, little is known on how to identify and tackle those. Thus, a systematic literature search as per the PRISMA statement was conducted via MEDLINE (PubMed), PSYNDEX (PubPsych), and ScienceDirect. Two reviewers independently screened 2261 titles and abstracts and 169 full-texts. According to the inclusion criteria established a priori, articles from peer-reviewed journals (English or German) on psychosocial risk management in teachers were incorporated. Despite a comprehensive and sensitive search, only four publications could be identified, outlining a process to implement risk management and different assessment tools. Taken together, data presented in the articles were scarce. Recommendations for process steps and the assessment of psychosocial risks can be derived from the findings. To implement effective psychosocial risk management in the teaching profession, further research is needed, though. Effective and practicable approaches, which are accepted by the target group, should be further developed and investigated. Relevant causes of occupational strain in the teaching profession must be identified and assessed reliably. Low-threshold interventions should be implemented, and the outcome must be evaluated afterward.

• Journal of Korean Elementary Science Education
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• v.18 no.1
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• pp.75-85
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• 1999

This paper describes some major trends in primary and secondary education now. It is a selective views of significant topics with important implication for the future. These trends are summarized as follows, after examining historical development of Teaching-learning Methodology in primary and secondary education. 1. Education is seen as part of interdisciplinary world; emphasis is on relating education to the students' world, which is not compartmentalized. 2. Emphasizing students' individual growth with their own goal of lives. 3. Open-education with variable contents and purposes of education. 4. Education for all from that for some. 5. Consructivist based from behavior based. 6. Cooperative learning, peer tutoring, group projects. 7. Authentic assessment; assessment integrated with instruction. 8. The teacher is a facilitator of learning and a learner as well; students are learners and teachers in some situations; networks emerge instead of one-way forms or communication. 9. Spiral curriculum from single exposure.

• Journal of Digital Convergence
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• v.13 no.9
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• pp.225-233
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• 2015

The convergence social app manufacturing platform for both demander and developer in worldwide provides a collective collaborative development approach. This platform can bring enhanced productivity with exchange of views among participants. If the assessment is not fair that many participants will leave the collective collaborative project. The previous studies verified the reliability of the evaluation based on statistical techniques. Because the previous studies did not consider the task performance of participants, do not reflect the feature of project tasks. So, the contribution scores of the participants can be distorted. In this study, we suggest the method for evaluating the development contributions value. This is considered the task performance of participants and involved the method of equitable and consistency peer assessment.

• Journal of International Academy of Physical Therapy Research
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• v.11 no.2
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• pp.2096-2101
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• 2020

Background: The effect of mobilization on lumbar back pain has been fully described in several clinical aspects, but evidence for muscle strength would be still less clear. Objective: To assess the effect of lumbar mobilization on lower limb strength in healthy individuals. Methods and Analysis: Healthy people aged 18-65 will be included regardless of race or sex. Original peer-reviewed primary reporting randomized controlled trials (RCTs) will be included. Electronic databases, such as MEDLINE, EMBASE, Cochrane Central Register of Controlled Trials, Web of Science, Pedro, CINAHL, ClinicalTrials.gov will be searched from inception until July 30. Only studies published in English will be included in this review. Two reviewers will complete the screening for eligibility independently, and the other two reviewers will also complete the risks of data extraction and bias assessment independently. Lower Limb strength will be assessed as primary outcome, and particular intervention or participant characteristics will be assessed as the secondary outcomes. Meta-analysis will be conducted using Review Manager 5.3.3, and evidence level will be assessed using the method for Grading of Recommendations Assessment, Development and Evaluation. Outcomes will be presented as the weighted mean difference or standardized mean difference with 95% CI. If I² ≤ 50%, P>.1, the fixed effect model will be used, otherwise, random-effects model will be used. Ethics and dissemination: This review might not be necessary ethical approval because it does not require individual patient's data; these findings will be published in conference presentations or peer-reviewed journal articles. PROSPERO registration number: CRD42020150144.