• 한국철도학회논문집
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• 제10권4호
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• pp.438-443
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• 2007

This paper proposes an integrated SE process for the development of railway systems with safety assessment included. Although the safety assessment process must be performed with SE process properly with good coordination, the interfaces between the two processes have not been clear. Thus, in many of safety critical system developments in Korea, it is difficult to assess safety in proper development phase. The process model proposed in this paper is based on both the concept of system life cycle and the repetitive use of SE process. In each of development phases, appropriate safety assessment methods are described. Also the evaluation of the integrated system incorporating safety factors is described. The resultant process model is expressed by the Enhanced Functional Flow Block Diagram (EFFBD) using a CASE tool. The model also allows timeline analysis for identifying activity flow and data flow, resulting in the effective management of process. In conclusion, the integrated process enable both the SE process and safety assessment process to cooperate with each other from early development phase throughout the whole system life cycle.

• Journal of the Korean Data and Information Science Society
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• 제19권2호
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• pp.443-450
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• 2008

Peer assessment is the process of assessment of students by other students and one form of innovative assessment. It actively involves students in the assessment process and is generally agreed that such involvement enhances the quality and effectiveness of the learning process, since assessing something and benchmarking process is a powerful aid to mastering it themselves. It is more effective on the hard courses for them to understand. In this article we present a peer assessment technique which was applied to students enrolled in a mathematical statistics course and a historical course. In order to measure the effectiveness of the technique, students had to evaluate their colleagues based on predefined criteria and a comparison is presented between the instructor assessments and the peer assessment.

• 한국초등수학교육학회지
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• 제24권3호
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• pp.279-297
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• 2020

본 연구는 2015 개정 교육과정으로 과정 중심 평가가 대두됨에 따라 교실에서 과정 중심 평가의 정착 및 운영을 위한 방안을 모색하고자 하였다. 그 방안으로 자기평가를 통한 과정 중심 평가를 제안하였고 이를 적용한 수업이 초등학교 5학년 학생들의 수학 학업 성취도와 정의적 영역에 미치는 영향을 알아보았다. 연구를 위해 동질성이 검증된 5학년 2개 학급을 선정한 후 실험집단에는 자기 평가를 통한 과정 중심 평가를, 비교집단에는 교사 주도의 과정 중심 평가를 적용한 수업을 실시하였다. 그 결과, 자기 평가를 통한 과정 중심 평가를 적용한 수업은 초등학교 5학년 학생들의 수학 학업 성취도를 유의미하게 향상시켰다. 실험집단의 정의적 영역은 유의미하게 변화하지는 않았으나 학생들의 소감문과 면담 자료를 분석한 결과 본 수업을 통해 수학에 대한 흥미와 자신감을 더 갖게 되었음을 알 수 있었다.

• 한국간호교육학회지
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• 제23권2호
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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.

• 대한안전경영과학회지
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• 제9권3호
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• pp.9-14
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• 2007

A studies wish to present safety assessment table that is consisted of safety check-up, safety education, safety management for worker's safety management assessment about unit process. And safety management level was survey through case study that use safety assessment table. Safety management assessment table is improved safety management level of unit process, and is developed safety management system by worker confirms assessment items and improves problem.

• 한국초등수학교육학회지
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• 제10권1호
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• pp.67-87
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• 2006

본 연구는 초등학교에서 이루어지는 수행평가 실시에서의 문제점을 인식하고 자기평가, 동료평가 및 관찰평가의 실천을 통하여 평가에 따르는 시간적인 제약을 줄이고, 평가의 결과를 교수 학습계획에 반영시킴으로써 평가를 통한 초등수학과 교수 학습의 개선에 대한 시사점을 찾아보고자 이루어졌다. 이러한 목적을 달성하기 위하여 연구자는 초등학교 2학년 1개 반 학생 40명을 대상으로 자기평가, 동료평가를 실시하고 '재미있는 놀이를 하여 봅시다' 차시의 운영과정에서 관찰평가를 한 학기동안 적용하였으며 평가의 적용과정에서 얻어진 학생들의 자기평가결과물(수학일지, 자기평가지, 평가의 과정에서의 대화내용)과 관찰평가 결과물(체크리스트, 놀이 활동 결과물, 놀이의 과정에서의 대화내용)을 분석해 보았다.

• 간호행정학회지
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• 제4권2호
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• pp.419-437
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• 1998

Nurses use a nursing process. that is a scientific approach method. in order to understand the clients' condition and to solve their problems. Professional nurses have accepted the nursing process as a standard framework for nursing activities, and the first step of the nursing process is nursing assessment. The purpose of this study was to develop a nursing assessment tool for emergency patients. Assessment is a first step in the nursing process, and scientific assessment helps to better understand the patients. Thus the development of an assessment tool for emergency patients will improve of nursing quality and advance to efficacy of emergency room(ER) management. The study involved the development of a conceptual framework, preliminary tool, content validity verification process. and reliability verification process. The conceptual framework was developed through a review of the literature. and preliminary tool was developed from the conceptual framework that based on care flow sheet' developed James A. Haley. The preliminary tool was evaluated for validity and reliability by seven experts, one ER nurse manager, two ER head nurses, two emergency medicine doctors. and two ER charge nurses and by ten nurses with one to five year careers in ER nursing. The results of this study was as follows 1. The conceptual framework which was developed was composed of three parts. They were triage criteria, first assessment and secondary assessment. 2. The preliminary tool which was developed had 31 items based on the conceptual framework. 3. To test expert validity a 4-point scale was used. items which had gained 3-4 points from six persons of the seven experts were selected. All 31 items from the preliminary tool were selected. 4. The reliability test was done by ten nurses educated in the use of the assessment tool. Two pairs of nurses simultaneously assessed the same patients. A total agreement percentile was calculated and result was 87.3% agreement. 5. After the validity and reliability testing. the final emergency patient nursing assessment tool was finalized with 31 items. and a check-list for the responses. This study concludes that the tool which was developed is both valid and reliable will advance quality care for emergency patients. This emergency nursing assessment tool was also found to be an adequate tool for assessment of emergency patients.

• 환경영향평가
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• 제9권4호
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• pp.315-322
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• 2000

Environmental Impact Assessment(EIA) was first formally established in the Korea in 1981. Subsequently there has been a rapid growth in EIA activity, and over one hundred fifty environmental impact statements are now published in Korea each year. Although EIA now has almost 20 years of history in the Korea, elsewhere the development of roles and practice is more recent. Development is moving apace in many countries, including the Japan and the EU Member States. Such progress has not been without its problems, and a number of the current issues in EIA-scope of the assessment, the relative roles, the quality of assessment and monitoring and auditing after decision, and so on- are highlighted. So the purpose of this article is to reform the EIA roles and process, in extending the scope of activity, and assessing effectiveness. This article suggested improving the effectiveness of project assessment, widening the scope: stretegic environmental assessment, and extending EIA to project design process, environmental monitoring and feedback system.

• 환경영향평가
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• 제4권3호
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• pp.1-8
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• 1995

In generally speaking, the purpose of Environmental Impact Assessment(EIA) is to give the environment its due place in the decision-making process by clearly ealuating the environmental consequence of a proposed activity before action is taken. The introduction of conventional EIA is to be seen as an end product of a very long evolutionary process, starting with rudimentary but evolving pollution control measures for air, water, noise, land and chemicals, each governed by separate, and separately administered pieces of legislation. In EIA process, the measures of status, scoping, proposed mitigation and communication have not been very quantitative in their significancy. Of course, the determinations have uncertainity in the implications for significant impacts. To improve the determination of significant impacts, some more comprehensive methodologies of EIA has been proposed with the concepts of risk analysis in the proposed projects. The concepts of risk analysis has been introduced to the expression of human health impairment due to environmental pollutants since the early 1980's. The risk analysis being meant by the statistical significance of impact has a process quantitatively considering uncertainities and importances of ecological systems and human health as well. The process of risk analysis shows assessment, doseresponse in toxicity, exposure assessment and risk characterization. With the risk assessment, it could be suggested for the proper measurements against their anticipated risk in the EIA. This paper deals the priciples developing process and application of the risk-based analysis in EIA.

• 대한수학교육학회지:수학교육학연구
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• 제22권3호
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• pp.401-427
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• 2012

2009 개정 교육과정에 따른 수학과 교육과정에서는 수학적 문제해결, 수학적 추론, 수학적 의사소통을 구성요소로 하는 수학적 과정 중심의 수학교육을 구현할 것을 강조하고 있다. 수학적 과정 중심의 수학교육이 성공적으로 이루어지려면, 학교에서 실시하는 학생 평가에 수학적 과정을 적절하게 반영하여야 한다. 본 연구에서는 교사들을 대상으로 하는 대규모 설문조사를 실시하여 수학적 과정 중심의 평가에 대한 수학과 교사들의 인식을 조사하였다. 설문조사를 통해, 수학과 평가 전반에 대한 인식, 정기고사와 수행평가에서 고려한 평가요소와 평가결과 활용 현황, 수학적 과정 구성요소 평가에 대한 인식 및 평가방법에 대한 의견을 확인하였다. 또한, 교사의 교직경력이나 소속한 학교의 학교급, 도시규모에 따라 교사들의 응답에 차이가 있는지 살펴 보았다. 연구결과를 바탕으로 수학과 평가와 수학적 과정 중심 평가와 관련한 시사점을 논의하였다.