• Title/Summary/Keyword: Process Assessment

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A Study on Integrated SE Process for the Development of the Railway Systems with Safety Assessment Included (철도 시스템 개발에서 시스템공학 프로세스와 안전성 평가를 동시에 고려한 통합 프로세스에 관한 연구)

  • Yoon, Jae-Han;Lee, Jae-Chon;Hong, Seon-Ho
    • Journal of the Korean Society for Railway
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    • v.10 no.4
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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.

A Note on the Use of Peer Assessment to Improve Pupil's Performance

  • Lee, Kyung-Koo;Mun, Gil-Seong;Ahn, Jeong-Yong
    • Journal of the Korean Data and Information Science Society
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    • v.19 no.2
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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.

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Effects of Process-Focused Assessment Using Student Self-Assessment on Mathematics Achievement and Affective Domain (자기 평가를 통한 과정 중심 평가가 수학 학업 성취도와 정의적 영역에 미치는 영향)

  • Moon, Sojung;Sihn, Hanggyun
    • Journal of Elementary Mathematics Education in Korea
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    • v.24 no.3
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    • pp.279-297
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    • 2020
  • The purpose of this study is to find ways to establish and operate Process-focused Assessment in the classroom as the 2015 revised curriculum has emerged. As a way of doing so, we proposed a Process-focused Assessment through self-assessment and looked at the impact of the applied classes on the mathematical academic performance and affective domain of fifth-grade elementary school students. After selecting two classes of fifth grade with proven homogeneity for research, the experimental group applied Process-focused Assessment through self-assessment and the teacher-led Process-focused Assessment to the comparative group. As a result, it was confirmed that the classes applying Process-focused Assessment through self-assessment significantly improved the math and academic performance of fifth-grade elementary school students. The affective domain of the experimental group did not change significantly, but the analysis of the students' comments and interview data showed that they had more interest and confidence in mathematics.

Development of a Program Outcomes Assessment System based on Course Embedded Assessment for Nursing Education (Course Embedded Assessment 기반 간호교육 프로그램학습성과 평가체제 개발)

  • Nam, Soung Mi
    • 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.

A case study of safety management assessment application by unit process worker (단위공정 작업자에 대한 안전관리 평가적용 사례연구)

  • Lee, Kang-Bok;Kim, Geon-Ho;Kang, Kyung-Sik
    • Journal of the Korea Safety Management & Science
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    • v.9 no.3
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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.

A Study on the Practice of Performance Assessment in the Elementary School Mathematics - Focussing on Self-assessment and Peer-observation - (초등학교 수학과 수행평가 실천에 관한 연구 - 자기평가.동료평가.관찰평가를 중심으로 -)

  • Kim Song-Ja;Choi Chang-Woo
    • Journal of Elementary Mathematics Education in Korea
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    • v.10 no.1
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    • pp.67-87
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    • 2006
  • This study is to recognize a problem in the practice of performance assessment in elementary school, and to find out some suggestive points for improvement of teaching·learning method in elementary mathematics through assessment by reducing time restriction according to assessment through the practice of self-assessment, peer-assessment and observation, and then by reflecting the results of assessment on teaching learning plan. For that, the questions of study set up are as follows ; 1. How should self-assessment and peer-assessment be applied to in elementary mathematics assessment? 2. How should the time for 'let's play an interesting game' be managed for assessment of elementary mathematics? 3. How should the results of assessment be reflected on the Process of teaching and learning of mathematics? To solve these problems, a researcher of this thesis performed self-assessment, peer-assessment on 40 students of second grade under her charge as a class teacher, and applied observation in the time management process for 'let's play an interesting game' for a semester. self-assessment was made by mathematics journal, self-assessment chart, peer-assessment was by the analysis of conversation record among students in the situations of assessment, and observation was by observation of activity when playing with the results data of play analyzed. the concrete methods of application as follows ; First, mathematics journal was applied $1{\sim}2$ times by each unit with reconstruction into the level of second grade on the basis of the preceding-study models. Second, peer-assessment was applied to the unit-assessment time and the play-activities time by the method of recording·analyzing the contents of conversation among students in the process of assessment. Third, mathematical attitude & dispositions of students making use of the self- assessment table were examined referring to the teaching learning plan. Fourth, the time management for 'let's play an interesting game' was made through the prior recognition of play method and the joyful play-activities by use of the play-plate. Assessment depended on analysis of play-activities results of students making use of an observation form. Fifth, the results of self-assessment, peer-assessment, and observation were analyzed, and then they were made use of as self-observation data, of teacher her/his self, or teaching·learning improvement data. Students' self-assessment datum (mathematics diary, self-assessment sheets, conversation contents in the process of assessment) and observation materials (check lists, Play-activity result materials, conversation contents in the process of play) obtained in the process of application was analyzed as follows ; 1. From the practice of self-assessment in form of mathematics journal, I could obtain not only datum showing how much students was understanding the learning aims by unit time and to any degree they reached but also information about their response to learning datum and favorable type of learning. 2. Assessment by self-assessment chart was useful in planning the mathematics teaching learning process because it helps ascertain mathematical attitude & dispositions of students. 3. Through the application of peer-assessment, students had the opportunity of communicating with other students looking back on his/her explaining process, and teachers could obtain basic materials for assessment of students. 4, In case of time management for 'let's play an interesting game', there was natural extension of play made through time-security by prior looking into the method of play-activity, and then, for a remained time, by making children play a new game. 5, I could easily record the activities of students by use of the observation. form, and make use of it as basic data for descriptive assessment. 6, Each kinds of data obtained from the results of assessment was helpful for securing self-observation materials in the process of teaching learning and for their betterment in mathematics subject. However, because they were in the second grade of elementary school and there was an individual difference, some students could not make use of mathematics diary or self-assessment form properly. In case of these students, assessment data would be obtained through interview or observation. And for effective operation of play, its purpose & method and matters that demand special attention when play-acting should be clearly guided. Also, when applying an effective play in addition to play activities in textbook, to lessons, interesting mathematics lessons could be guided.

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Development of an Nursing Assessment Tool for Emergency Patients (응급환자 간호사정 도구개발)

  • Ahn, Mi-Hyun
    • Journal of Korean Academy of Nursing Administration
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    • v.4 no.2
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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.

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A Study on Reforming the Roles and Scope of Environmental Impact Assessment (환경영향평가의 역할 및 범위 재정립 방안연구)

  • Kim, Sun-Hee
    • Journal of Environmental Impact Assessment
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    • v.9 no.4
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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.

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Application of the Risk-Based Analysis to EIA (환경영향평가에 있어 위해성분석 기법의 도입)

  • Chung, Yong
    • Journal of Environmental Impact Assessment
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    • v.4 no.3
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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.

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A Survey of Teachers' Perspectives on Process-Focused Assessment in School Mathematics (수학적 과정 중심 평가에 대한 교사들의 인식 조사)

  • Chung, Sang-Kwon;Lee, Kyeong-Hwa;Yoo, Yun-Joo;Shin, Bo-Mi;Park, Mi-Mi;Han, Soo-Yun
    • Journal of Educational Research in Mathematics
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    • v.22 no.3
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    • pp.401-427
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    • 2012
  • The recent Korean mathematics curriculum stresses to teach mathematics focusing on mathematical process composed of problem solving, reasoning and communication. To be successful in applying the rationale of the process-focused mathematics education, the assessment practice in classrooms should be also centered on mathematical process. In this study we conducted a large-scale survey on teachers' perspectives about the process-focused mathematics assessment. First, we surveyed teachers' opinion on current assessment practices in school mathematics related to regular school exams and performance assessments. Second, we investigated teachers' perception on mathematical process components such as problem solving, reasoning, and communication regarding how they should be assessed. Finally, we examined the difference of teachers' opinion according to their teaching experience, city size, and the type of school. Based on the results, we discussed implications for mathematics assessment and process-focused mathematical assessment.

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