• Korean Medical Education Review
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• v.19 no.2
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• pp.83-89
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• 2017

The aim of this study is to examine the effect of recorded video monitoring on students' self-reflection after completing their clinical performance examination. Taking into account the particular cases involved in the examination, the present study utilized history-taking, physical examination, and patient education as bases for evaluating information-establishment ability, and asking, listening, understanding, explaining, and connectedness as the bases for evaluating patient-physician interaction ability. Student self-monitoring through recorded video feedback was carried out three days after completion of their clinical performance examination. Students self-evaluated their performance with a 10-point scale before and after self-monitoring. The results of this study show that students have a general tendency to lower their own self-evaluation scores after self-monitoring. Although there was not a statistically significant change of interrelationship in the information-establishment ability evaluation, there was a meaningful change of interrelationship in the patient-physician interaction ability evaluation after self-monitoring; specifically, in the case of acute lower abdominal pain, a high correlation was found (r=0.31, p=0.02) between the evaluation scores of standardized patients and students related to patient-physician interaction ability. This implies that self-monitoring enables the students to acquire a reflective viewpoint from which to evaluate their own performance. Therefore, it can be said that self-monitoring through recorded video feedback is a valuable method for students to use in reviewing their performance in patient-physician interactions.

• Journal of the Korean Institute of Educational Facilities
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• v.18 no.2
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• pp.25-33
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• 2011

This study performs the objective evaluation on simple comparison and calculation works by students under LED illumination conditions according to three types of color temperatures (7000K, 5000K, 3000K) in the classroom, Since the objective of this study is to develop an electric lighting conditions suitable for students in the classroom, the learning performance under three types of LED illumination conditions were analyzed. The 4 kinds of simple tests concerning with learning performance were developed and test results under natural light and LED illumination by 3 types of color temperatures were analyzed. There were differences by t-test in most cases among simple experiment results of different illumination conditions ($p{\leq}.05$). It was confirmed that illumination condition plays an important role when students simply compare words or perform arithmetic calculations. The experimental results of this study might be applied to designing better luminous environment.

• International Journal of Computer Science & Network Security
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• v.22 no.10
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• pp.43-50
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• 2022

The students' feedback is important to measure and improve teaching performance. Many teacher performance evaluation systems are based on responses to closed question, but the free text answers can contain useful information which had to be explored. In this paper we present a lexicon-based sentiment analysis to explore students' text feedback. The data was collected from a system for the evaluation of teachers by students developed and used in our university. The students comments are in Romanian language so we built a Romanian sentiment word lexicon. We used this to categorize the feeback text as positive, negative or neutral. In addition, we added a new polarity - indifferent - in order to categorize blank and "I don't answer" responses.

• Journal of Engineering Education Research
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• v.20 no.4
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• pp.38-50
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• 2017

The purpose of this study is to analyze the current evaluation methods on faculty performance at Korean engineering colleges and develop teaching evaluation indicators for faculty performance. We investigated the faculty performance cases in engineering colleges inside and outside of the Korea, the engineering faculty's awareness of evaluation factors for their educational performance, and the appropriate ratios by indicating factors. Also we developed evaluation indicators for educational achievements to improve the current faculty performance system. 227 engineering faculty members answered our survey questionnaire. The result in the case study on faculty performance evaluation is as follows. First, most items of faculty performance evaluation are about quantitative indicators that can easily conduct objective evaluation. Second, evaluation items of faculty performance are mostly focused on instruction in a classroom. Third, the evaluation by students and administrative managers is more dominant than that by professors or their colleagues, document evaluation than on site evaluation, general evaluation than formative evaluation, and static evaluation than dynamic evaluation. Lastly, Some universities tend to substitute outstanding articles for underperforming instruction. The evaluation indicators that we have developed can be implemented by four types of subjects, such as students, professors, their colleagues, and deans. Also, based on the evaluation indicators, faculties can freely select their evaluation domains depending on the their tracks, such as a teaching track, a research track, or an industry-university cooperation track. The mandatory evaluation fields include teaching, student counselling, teaching portfolio evaluation by mentors or colleagues, class management evaluation by deans, and self-evaluation. The other areas are optional and professors can choose their evaluation factors.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.461-468
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• 2010

Peer evaluation is an evaluation centered on the student, through which interaction among students becomes active. The peer evaluation has a greater influence on students than a unilateral directions from the teacher has. This study aims to develop performance assessment models and tasks in which students participate using the remote responder in 4th grade social studies classrooms in the elementary school. It also aims to apply the developed models and tasks to class and to find out how they affect students' academic achievement and attitude. The student participation performance assessment using the remote responder appeared to bring a positive influence on social studies academic achievement and showed statistically significant results. The survey on the students' interests in using the remote responder and its effects conducted after the performance assessment showed positive results.

• Korean Journal of Human Ecology
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• v.9 no.4
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• pp.55-66
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• 2006

The purpose of this study was to identify the effect on the evaluation or a female teachers' role-performance based on appearance according to backgrounds of students and their parents. For this study, data was collected between October 19 and 29, 2005 by means of a questionnaire designed to gauge a subject's evaluation of a teacher's abilities in learning guidance, living guidance, and human relations. The researchers selected two middle schools and four high schools in the city of Gwang-ju. The 398 surveys completed were analyzed using factor analysis, one-way ANOVA, Duncan's multiple range test, t-test and descriptive statistics. According to the study, the evaluation of a female teacher's abilities varies with the backgrounds of both students and their parents. Among the students tested perceptions were affected by gender, grade level and type of school attended. For mothers there were differences based on age, occupation and family income.

• Journal of Korean Academy of Nursing Administration
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• v.12 no.3
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• pp.365-372
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• 2006

Purpose: OSCE, Objective Structured Clinical Examination, is a good way to evaluate clinical skills of nursing students. To do this, we need modules, evaluators, persons to run the examination, as well as models and standardized patients if necessary. Author coached nursing students to develop modules and ran the examination by themselves. Method: 24 third-year and 4 first-year students volunteered; third-year students developed 5 modules, and organized and ran the examination. First-year students played patient role. 60 2nd-year students participated as examinees. Modules were duplicated to finish examination in a given time. The relationship between OSCE score, conventional clinical evaluation score and credit of students was compared. Effect of module duplication on score was tested. And responses of examinees were collected. Results: There was no correlation between OSCE and conventional clinical evaluation score (r=0.07), and credit (r=0.27), And there was no difference of OSCE score between duplicated modules $(53.77{\pm}7.61$ vs $55.33\pm7.74).$ Response of examinees to OSCE was favorable. Examinee did not expressed resistance for the evaluation by OSCE developed and ran by students. Conclusion: Nursing students successfully developed and ran OSCE, which was accepted favorably by examinees. Student-developed OSCE may play a role in evaluation of clinical performance.

• Korean Journal of Comparative Education
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• v.28 no.2
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• pp.1-21
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• 2018

The purpose of this study is to explore secondary school teachers' perceptions of student evaluations, focusing especially on students' performance in the classroom. The study selected Germany as a representative country where teachers' performance evaluation strongly affects students' school pathways. The researchers selected 4 English teachers and conducted in-depth interviews with them. The results indicated that German English teachers perceived students' performance as an individual evaluation and provided each student with oriented learning materials and evaluation results. The second, they used formative evaluations to confirm and motivate their students' learning process as well as peer assessments. The third, the German English teachers showed strong empowerment in the evaluation process. The fourth, they motivated to participation in-class activities teacher through performance evaluation considering fairness. Based on the results, future studies should need to observe real settings in the classroom and students' perceptions of their evaluations. the study also suggested using practical performance evaluations to enhance students' motivation and participation in the classroom. This study identified limitations of the research and made significant recommendations for future studies.

• Journal of the Korean Society of School Health
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• v.24 no.2
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• pp.141-154
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• 2011

Purpose: The purpose is to provide basic information for establishing improvements on performance-based pay's evaluation method of health teachers. Methods: For subjects, 200 teachers at public elementary schools and 200 health teachers at public elementary schools in Gyeonggi-do were conveniently sampled, and then surveyed through a questionnaire. The questionnaire was to recognize recognition of teachers working under the teacher's performance-based pay system, which was quoted in the questionnaire of Choi ji-hye (2005) and Lee mi-gyeong (2008). Inquiry for the recognition of teachers on evaluation of health teacher's performance-based pay system and improvements on the performance-based pay's evaluation method of health teachers were used after consultation with five incumbent health teachers and a review with the thesis director. Results: The performance-based pay's evaluation method of health teachers has the same method with general teachers in schools, so it is not fair to evaluate the performance of health teachers. The ways to improve the performance-based pay evaluation method of health teachers is as follows: first, the approval on improving 'the number of class hours' which is a detailed item of a teacher's performance evaluation criterion to 'the number of health lesson hours per week and the number of students visiting the school infirmary per week'; second, improving 'life guidance' into 'counseling results of medically-treated students, parents of students and personal hygiene guidance'; third, improving 'a teacher in charge' into 'awarding of points by being recognized as a health teacher in charge of all students and considering the economic situation of the region,; forth, improving 'difficulty of position' into 'the number of health-teacher's annual promotion task items and the treatment number of issuing and receiving of official documents', and improving the 'task difficulty' into 'importance and urgency of emergency patient management, risk level and urgency of infectious diseases and avoiding work in charge' appeared to be more than 90% respectively. Conclusion: The performance-based pay system of teachers being carried out every year should be executed by preparing fair evaluation criteria suitable for task properties and the role of health teachers with different evaluation criteria compared to general teachers.

• Journal of the Korean Society of Clothing and Textiles
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• v.26 no.3_4
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• pp.412-421
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• 2002

The main purpose of this study was to examine whether there exist physical attractiveness stereotype, ‘what is beautiful is good’on the evaluation of stimulus person’s task performance in present Korea. This study also examine the effects of the appropriateness of the stimulus person’s clothing and subjects’sexes on the task performance evaluation. The index of the physical attractiveness of this study was the facial attractiveness judged by 30 female university students. The appropriateness of clothing was manipulated by 4 types of clothing perceived appropriate for two assumed situations by female university students. Three female faces having high, medium, and low attractiveness were simulated with the same body dressed four types of clothing using CAD system, and a total of 12 stimulus persons were created. A total of 524 male and female(262 of male, 262 of female) university students from 3 universities in Kwangju, Korea were participated as subjects in this study. The design for the experiment was a $3\;{\times}\;4\;{\times}\;2$ randomaized factorial, with three levels of facial attractiveness (high, medium, low), and four types attire(formal-masculine, formal-feminine, casual-masculine, casual-feminine), two kinds of context (job interview, dating) in which perceptions were occurred. The data were analysed using MANOVA, Duncan test and F-test. The results were as fellows: 1. The stimulus person’s facial attractiveness exerted significant positive effects on the evaluation of task performance in both of two assumed situations (p<.001, respectively). 2. The appropriateness of stimulus person’s clothing did not influence on the task evaluation in both of two assumed situations. 3. The gender of subjects did not influenced the task performance evaluation in both of two assumed situations.