• Journal of Applied Reliability
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• v.10 no.1
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• pp.11-24
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• 2010

Lighting industry is rapidly being developed as the ubiquitous society based on sensor network emerges. This kind of paradigm shift brings the society convergence of technologies which leads to smart lighting system as well as the integration of interior and sensibility control. However, standards for sensors have not been firmly established, and problems related to quality and malfunction have been brought up, thereby calling for careful approach to the enhancement and assessment of reliability of the item. In this article reliability assessment criteria for sensor module for lighting fixtures is established in terms of performance assessment criterion and reliability assessment criterion.

• Journal of the Korean Home Economics Association
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• v.39 no.10
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• pp.169-186
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• 2001

The purpose of the study was to verify validity and reliability of performance assessment in home economics by applying performance assessment tools developed by Korean Curriculum Assessment Institute and by the researcher to a class of 17 high school female students in a rural area. For the purpose of this study, the research question was formulated and addressed:“How are the validity and reliability of performance assessment in home economics\ulcorner” The results of the study were as follows. 1. The results of testing validity a. Thirteen high school home economics teachers, whose average teaching years is ten years verified high validity in the contents of performance assessment. b. In the validity of the items that is verified being based on the scores of high school entrance examination of 2000 school year, the essay type showed its characteristics as performance assessment. c. The generalizability among assessment methods was not high. 2. The results of testing reliability Both Cronbach's $\alpha$, inter-item reliability of the assessment tools used in the research, and reliability among the raters were high. But reliability among the tasks was relatively low. This study proposed that the diverse performance methods, the increasing number of assessment, the explicit assessment criterion, and scoring criterion are needed to satisfying validity and reliability of performance assessment.

• Journal of Korean Tunnelling and Underground Space Association
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• v.17 no.5
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• pp.553-561
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• 2015

In this study, the performance assessment criterion for reasonable maintenance of shield TBM tunnel was presented. The performance assessment items such as crack, leakage, breakage, spalling, exfoliation/detachment, efflorescence, quality condition, exposure of steel, carbonation, faulting step, bolts condition, drainage condition, ground condition, contact section condition and conduit condition were selected by analyzing domestic and foreign performance assessment criterions and investigating segment lining deterioration cases through the site investigation and in-depth inspection analysis result on the shield TBM tunnel. In addition, the reasonable weight using AHP (Analytic Hierarchy Process) were estimated.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.75-85
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• 2003

We have developed of a criterion that would help to select and develop performance assessments in science education. There are six categories of a criterion: Fidelity, satisfaction, content validity, fairness & suitability, reliability & objectivity, and usability. There are the total of 25 sub-categories under the six categories. Five science educators evaluated the validity of the criterion. For reliability of the criterion, Kendall's tau-b was used. Eight science educators and elementary teachers evaluated three performance assessment tasks for the correspondence of the criterion. This study also discuss the implications of this criterion as well.

• School Mathematics
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• v.3 no.2
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• pp.325-354
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• 2001

The study aims to develop balanced performance assessment tasks for primary school mathematics which can be implemented in the primary school easily. In order to these purposes, I suggest the types of performance assessment tasks and the framework of assessment standards for the balanced performance assessment with describing the procedures of developing tasks and rubrics. The types of task are journal writing, problem posing, constructed task, and descriptive task. In the framework of assessment standards, I suggest holistic scoring which are classified as four levels according to the degree of excellence which students perform totally concerning about the criterion of implication, reasoning, accuracy, and communication. Also I analyse the responses of children to the task “make a beautiful pattern” and suggest its assessment rubric and anchor papers for each level for illustrating the process of developing a rubric in holistic scoring. In order to reflect the viewpoints of children and their Parents concerning about the tasks, the responses in self assessment and parent assessment are analysed. Finally, methods of implementing the assessment tasks and considerations are discussed.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.2
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• pp.135-145
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• 2017

Purpose: The purpose of this study was to develop a program outcomes assessment system based on Course Embedded Assessment for nursing education. Methods: This study was conducted in accordance with the procedures of the developmental research method. Results: The major results are as follows. 1) The program outcomes were measured according to the Analytic Hierarchy Process. 2) The Course Embedded Assessment matrix was made according to program outcomes' weight, the curriculum-organizing principle, and achievement levels. 3) The Course Embedded Assessment rubric was developed in logical process, and consisted of a performance criterion, and rating scale. The content validity index of the Course Embedded Assessment rubric was 0.85. 4) An evaluation guideline and 12 documents were developed to facilitate the performance of the assessment system. 5) The average content validity index of the Course Embedded Assessment-based program outcomes assessment system was as high as 0.89. Conclusion: A Course Embedded Assessment-based program outcomes assessment system is more suitable for accreditation of nursing education than previous studies. Because this system evaluates the process of achievement as well as program outcomes, the results can also serve as immediate feedback to improve the educational process. Above all, this system facilitates that students check their achievements and strive to acquire core competencies in nursing.

• Journal of Auto-vehicle Safety Association
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• v.14 no.4
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• pp.84-90
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• 2022

With the popularization of autonomous driving technology, safety has emerged as a more important criterion. However, there are no assessment protocol or methods for AES (Autonomous Emergency Steering). So, this study proposes AES assessment protocol and scenario corresponding to collision avoidance Car-to-Car scenario of Euro NCAP in order to prepare for obstacles that appear after the emergency steering of LV (Leading Vehicle) avoiding obstacles in front of. Autoware-based autonomous driving stack is developed to test and simulate scenario in CARLA. Using developed stack, it is confirmed that obstacle avoidance is successfully performed in CARLA, and the AES performance of VUT (Vehicle Under Test) is evaluated by applying the proposed assessment protocol and scenario.

• Journal of Engineering Education Research
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• v.12 no.2
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• pp.63-70
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• 2009

In this paper, a process model for assessing, evaluating and improving a program outcome on the cultivation of internationality is proposed by analyzing the present outcome assessment system. By setting up performance scaled levels and specifying the target level for the performance criterion, the proposed model can help programs to demonstrate effectively that each of their graduates meets the required the program outcome levels. By allowing effective Continuous Quality Improvement(CQI) for the performance criterion, the model can help save operational expense associated with running of the program CQI. In addition, it is discussed that one of the most important aspect is logical and objective approaches when establishing the outcome assessment system. It is hoped that the proposed model can ultimately help to meet the program outcomes requirements in the engineering accreditation criteria.

• Korean Medical Education Review
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• v.15 no.1
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• pp.25-30
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• 2013

Assessment plays a vital role in outcome-based education (OBE). This article describes the characteristics of assessment and appropriate assessment instruments for measuring learning outcomes in OBE. Assessment in OBE needs to be formative, continuous, and frequent. Miller's pyramid is useful for selecting the appropriate assessment instruments to reflect a specific outcome; different methods can be applied to evaluate one outcome. Outcomes and competency mean that student must 'do'; therefore, performance tests are emphasized. Qualitative methods as well as quantitative methods are used to evaluate the outcomes of areas such as professionalism or ethics. An absolute criterion-based standard is usually applied to decide whether students pass or fail, but the decision should be based on gathering value judgments and reaching consensus. Active participation of faculty members and students in assessment is crucial.

• The Mathematical Education
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• v.48 no.1
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• pp.21-32
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• 2009

The purpose of this study is to diagnose the current states and the problems of student assessment of Elementary School Mathematics. For that purpose, this study conducted a survey and had the individual interviews. The surrey items consisted of the six main parts: questions about the development of assessment tools, the method to assess, the grading, the special supplementary courses, the opening of learning effect, and the follow-up guidances. The results of this study are as the follow First, elementary teachers depended heavily on internet sites for developing assessment problems. Second, elementary teachers made use of a performance assessment, a unit assessment, and a term examination at ordinary times. Third, unit assessment was largely referred for grading by elementary teachers. Fourth, in selecting the students for the special supplementary courses, both criterion-referenced assessment and norm-referenced assessment were considered. After finishing the special supplementary courses, additional tests were usually taken. Fifth, elementary teachers took a negative attitude in opening of learning effect. specialty opening of test paper to parents of students was done under 30%. Sixth, fellow-up guidances were the most through the classroom guidances. but consulting with parents of students was not frequently conducted by teachers.