• 한국간호교육학회지
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• 제22권1호
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• pp.5-13
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• 2016

Purpose: The purpose of this study is to provide essential resources on various evaluation strategies by identifying relationships between professor-evaluation, peer-evaluation, and self-evaluation of the core basic nursing skills in nursing students. Methods: Forty third-year nursing students who participated in core basic nursing skills were given the same checklist that was used for assessment by the examiners. Then, the scores of the professor and the students were compared and analyzed with SPSS/WIN 18.0. Results: The scores of the student peer (178.54) and student self-evaluation(177.74) was significantly higher than the scores of professor-evaluation (172.05),(F=5.03, p=.008). There was a significant, positive correlation between the professor-evaluation and the student-peer-evaluation in skill-scores(r=.47, p=.002) and attitude-scores(r=.52, p<.001). In addition, the professor-evaluation and the self-evaluation each showed a significant, positive correlation in skill-scores(r=.61, p<.001) and attitude-scores(r=.36, p=.023). Conclusion: The study result indicates that in order to expand the evaluation method, the professor evaluation, as well as the student self and the peer evaluation, will contribute to improve the educational achievement of learners.

• 대한예방한의학회지
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• 제26권2호
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• pp.37-53
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• 2022

Objectives : This study analyzed the concordance between student self-assessment and peer-evaluation in a role play using the Clinical Performance Examination (CPX) scenario developed based on Korean medical syndrome differentiation. Methods : The subjects of this study are first-year-students majoring in Korean Medicine. The role play based on clinical case was performed in the class of Korean Medicine Classics. Feedback on clinical skill competency got through student self-assessment and peer-evaluation, and this study was compared and analyzed of result. Results : A simple comparison of the results of self-assessment and peer-evaluation in the evaluation results of clinical skill competency may appear to be consistent. However, it was not statistically significant. It is necessary to enhance the discriminative ability in the evaluation of clinical skill competency. It will be possible to improve a bit by relatively increasing the weight of the scores on the items that students expect to respond differently among the evaluation items. In addition, in order to dramatically improve the systemicity and reliability of the evaluation of clinical skill competency itself, it is necessary to introduce the Introduction to Clinical Traditional Korean Medicine (ICTKM) course. Conclusions : Student's self-assessment and peer-evaluation as feedback on clinical skill competency are suitable for the purpose of education and training. However, the reliability of the evaluation was not statistically significant.

• 한국콘텐츠학회논문지
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• 제18권5호
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• pp.115-122
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• 2018

본 연구의 목적은 치위생학과 팀기반 수업에서 지필시험, 팀별평가, 팀원평가, 자기평가 등 다양한 학생평가방법을 비교하는 것이다. 분석대상은 2016, 2017학년도에 '구강보건교육학 실습' 교과목을 수강한 학생들의 점수이고, 기술통계, Spearman 상관분석, 왜도와 첨도, Mann-Whitney U 검정 등의 분석방법을 사용하였다. 네 가지 학생평가방법 중 자기평가와 팀원평가만 정적인 상관관계를 보였고, 팀원평가보다 자기평가를 관대하게 하였으며, 자기평가점수가 가장 중심화되어 있었다. 자기평가 여부에 따라 동료평가 점수의 관대화와 중심화 경향을 비교한 결과, 자기평가를 실시한 그룹에서 팀원평가를 더 관대하게 했으며, 더 중심화되게 평가하는 것으로 나타났다. 본 연구는 치위생학과 팀기반 학습에서 각종 평가방법에 대해 비교하고 자기평가 여부에 따라 동료평가 결과에 차이가 있다는 것을 발견했다는 데에 의의가 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제38권4호
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• pp.439-452
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• 2019

This study aims to compare self- and peer-assessments of science-gifted elementary students' scientific creativity. A science-gifted program on the Pascal's principle was implemented to 40 fifth-graders in the Science-Gifted Education Center for two weeks. After that, students presented their results from a scientific creativity task using the principle in class. The task was to devise a new and useful tool using the principle, and it included the students' self-assessment about their idea. During presentation, students were asked to assess the works of peers and write down the reasons that they gave the scores they gave. Shortly, student self- and peer-assessments about students' scientific creativity outcomes were compared. Based on two essential components of creativity, ideas that satisfy both originality and usefulness can be counted as scientifically creative. The main results of this study are as follows: First, the average scores of student self- and peer-assessments were 71.5 and 61.9. Second, the standard deviations of student self- and peer-assessments were 14.47 and 5.79. Third, among scientific creativity, originality, usefulness scores, only originality had a significant correlation between student self- and peer-assessment (r=.42). Fourth, the students were categorized into four groups according to the levels of their scores by student self- and peer-assessment. And the frequencies of peer-assessment group had a significant difference at p<0.05 level, according to self-assessment group (Chi Square=4.0000, df=1, p=0.0455). Fifth, through a case study by group, the results suggesting that self-assessment could be affected by the students' self-efficacy and perfectionism and such effect could also influence peer-assessment have been found. The result showed that how the student self- and peer-assessment of scientific creativity are different and what the students' thoughts on the evaluation of scientific creativity are. The findings suggested that there are several things to consider for the educators to make efforts to construct consistent assessment methods for scientific creativity.

• Educational Technology International
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• 제9권1호
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• pp.97-114
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• 2008

This research has three purposes: The first purpose is to verify whether SGRs(Student-Generated Rubrics) are effective for learner achievement in higher education or not. The second one is to analyze the agreements between an instructor's evaluations and peer group assessments with SGRs in real classroom situation. The final purpose is to propose the possibility of students' more objective self-evaluation with the use of SGRs. It appears that rubrics are effective tools to improve learner achievement in adult education and to promote the agreement between the instructor's and peer's evaluations, even though learners do not develop SGRs. In addition, this research has demonstrated that most students are not very accurate self-assessors, and they often overestimate themselves. This study can be helpful for novice instructors, especially for those who try to assess their students more fairly, to develop the SGRs as an evaluation tool appropriate for their own situation, and to give more reliable feedback to students.

• 공학교육연구
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• 제19권5호
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• pp.3-12
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• 2016

This paper aims to apply two ways of student evaluation, i.e. peer- and self-evaluation to TBL(team based learning) class and to explore the difference between two evaluations by gender and grade as well as their relationships, and finally to provide an explanation for the improvement of evaluation ways in TBL class. There has been much research about TBL and its related factors. However, according to the examination of both domestic and overseas researches concerning the application of peer- and self-evaluation to TBL class, few studies have focused on them in terms of the engineering curriculum. This study was conducted with 251 engineering students at P University, and peer- and self-evaluation in TBL class have been measured. Our findings show that firstly, there were significant grade differences in self-evaluation of engineering students. Second, there were no significant gender and grade differences in peer-evaluation. Third, we found a significant correlation between the two factors, self- and peer-evaluation. Also there was a significant correlation among variables of subcategories. Based on these findings, it is expected to provide an explanation for the application of peer- and self-evaluation in TBL class and will be useful for the improvement plans of the related courses in engineering school.

• 인터넷정보학회논문지
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• 제23권2호
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• pp.107-114
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• 2022

본 논문에서는 컴퓨터학부 기초전공 수업에서 팀 활동에 대한 학생평가의 활용성을 분석하였다. 이를 위해, 동료평가, 자기평가, 학업성취도 사이의 관계를 알아보고자 상관분석을 실시하여 이들 사이에는 모두 통계적으로 유의한 양의 상관관계가 있음을 알아냈다. 이어서 동료평가 점수와 자기평가 점수의 차이를 분석하였다. 일표본 t-test를 실시했을 때 그 차이 값은 매우 유의미한 것이었다. 그러나 그 차이의 정도는 두 클래스에서 다르지 않았다. 즉 학생들은 학년에 상관없이 본인 스스로에 대한 평가 점수가 동료들로부터 받은 평가 점수보다 평균적으로 후한 경향이 있었다. 마지막으로 동료평가, 자기평가 점수의 차이와 학업성취도와의 관계를 분석하였을 때, 점수 차이와 학업성취도 사이에는 유의미한 상관관계가 없었다. 즉, 학업성취도가 높은 학생이든 낮은 학생이든 동료평가와 자기평가를 하는 경향성은 다르지 않았다. 이와 같은 분석 결과는 팀 기반 수업에서 학생평가가 개인별 평가에 활용될 수 있음을 보여준다. 자기평가 점수와 동료들로부터 받은 점수 사이에 높은 상관관계가 있는 것은 학생평가의 객관성을 나타낸다. 비록 자기평가 점수가 동료로부터 받은 점수보다 평균적으로 높은 것은 분명하지만 그것이 학년이나 과목에 따라서 또는 학업성취도에 따라서 달라지지 않으므로 객관성 면에서 더 활용가치가 높다.

• 영어어문교육
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• 제11권2호
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• pp.51-66
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• 2005

This study investigates the feasibility of incorporating student evaluations of peer review interactions into the course grade for an EFL writing course. The use of such evaluations offers a way to grade the process of writing more directly than using writing portfolios alone. Moreover, evaluating peer review interactions highlights the social aspect of writing, which is valuable in the current post-process climate in writing instruction. The 18 members of a semester-long EFL writing course at a Korean university were trained in peer response for one half of a semester; then performed evaluations of peer review interactions during the second half of the semester as part of their writing course. Student evaluations were examined to reveal whether any bias occurred due to relative age, gender, major, or question type. The results revealed no such biases. Therefore, it is suggested that students are capable of providing fair evaluations of peers, which means the evaluations can be factored into the course grade in order to evaluate the social aspect of the writing process.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제13권2호
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• pp.141-150
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• 2009

This study gives opportunity for investigating how student teachers view the teaching profession and how they transfer their pedagogical knowledge into practice. The aim of the study is to investigate the teaching skills student teachers gained in the assessment of micro teaching of their peers. The participants are 30 mathematics student teachers enrolled in the teacher training program in a state university. Document analysis and semi-structured interviews are the research instruments and inferential & descriptive statistics are used for the data analysis. The findings suggest that the qualitative and quantitative peer assessments of student teachers were graded differently which results from the difference of perceptions about teaching and different conceptualizations of the teaching qualifications.

• 정보교육학회논문지
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• 제14권3호
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• pp.461-468
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• 2010

동료평가는 학습자 중심의 평가로서, 평가를 통해 학습자간의 상호작용이 활발하게 일어나며, 교사 주도의 일방적인 평가보다 동료 학생들에 의한 평가가 학습자들에게 더 많은 영향을 미치게 된다. 본 연구에서는 초등학교 4학년 사회과를 중심으로 원격응답기를 활용한 수행평가 모형과 수행평가 과제를 개발하고, 실제 수업에 학생참여 수행평가를 적용하여 학생들의 학업성취도 및 학습태도에 어떠한 영향을 미치는지 알아보았다. 연구를 통해 나타난 결과는 다음과 같다. 원격응답기를 활용한 학생참여 수행평가는 사회과 학업성취도와 학습태도 향상에 긍정적인 영향을 주었으며 통계적으로 유의미한 결과를 나타냈다. 또한 원격응답기를 활용하여 학생참여 수행평가 후 학생들의 반응을 조사한 결과 교수.학습 과정에서 학생들의 학업 수행에도 긍정적인 영향을 미치는 것으로 나타났다.