• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.199-219
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• 2019

It is necessary to study how to plan and perform the process-focused assessment of the teacher as the planner and practitioner to examine the application of the process-focused assessment for mathematical subject competency in a mathematics classroom. In this study, we designed and conducted an experimental lesson based on the process-focused assessment for elementary school students. This study explored the practical application of the process-focused assessment. In addition, we explored how to apply it to elementary mathematics education. This study suggests a method to embody the process-focused assessment class that can be applied in the 2nd grade mathematics class in elementary school. We propose future research on how to provide individual feedback to each student's needs in the process-focused assessment.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.16 no.2
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• pp.131-136
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• 2016

An appropriate evaluation on learner's pronunciation has been an important part of foreign language education. The learners should be evaluated and receive proper feedback for pronunciation improvement. Due to the cost and consistency problem of human evaluation, automatic pronunciation evaluation system has been studied. The most of the current automatic evaluation systems utilizes underlying Automatic Speech Recognition (ASR) technology. We suggest in this work to evaluate learner's pronunciation accuracy and fluency in word-level using the ASR and non-native teacher's speech model. Through the performance evaluation on our system, we confirm the overall evaluation result of pronunciation accuracy and fluency actually represents the learner's English skill level quite accurately.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.134-149
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• 2022

This study aims to identify the student assessment competency of the three elementary science teachers and investigate strategic measures to improve them. The study progressed as a qualitative case study method. A self-awareness checklist and in-depth interviews were conducted to collect data. The data analysis was reviewed and agreed upon by two process-focused assessment-leading teachers and two elementary science education experts. Consequently, the level of self-awareness of student assessment competency of the three participants was relatively high. However, the scale average of the feedback area was the lowest on average. The student assessment competency of the participants showed different levels and characteristics. Additionally, some inconsistencies between perception and practice were found. Strategic support and education are needed to enhance elementary science teachers' student assessment competency, and the development of self-diagnosis tools should proceed.

• The Mathematical Education
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• v.61 no.1
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• pp.83-108
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• 2022

This research is a case study in which teachers tried to improve classes through online class analysis and self-evaluation in elementary school mathematics classes using a checklist of class reflection based on fair access, autonomy, initiative, and evaluation areas in the TRU analysis framework of Schoenfeld (2016). As a result, it was confirmed that the teacher's fair participation, student autonomy, initiative, feedback, and evaluation areas improved teaching methods during the short time. Therefore, if you want to improve classes in relatively short period of time, you can see the effect of some improvement only by self-evaluation. However, continuous improvement of teaching methods require the help of a teacher communities including experts or critical colleagues, and a longer-term case study.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.745-752
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• 2023

This study aims to improve the quality of classes by analyzing the role and learning achievement of instructors in programming subjects for non-major students. In order to improve the quality of university education, universities provide various programs to strengthen the teaching capacity of instructors. Ultimately, in order to improve the quality of classes, instructors increase student participation in classes, respond sincerely to students' inquiries, and provide feedback that can assist students in various situations that occur during class and learning, thereby improving class satisfaction and achievement. should try to improve. In this paper, based on the teaching method, learning achievement, and teacher role satisfaction survey conducted in the liberal arts programming course of K University, we study the influence of the teacher's role on the quality improvement of the class. Examine the relationship with satisfaction.

• Journal of Practical Engineering Education
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• v.15 no.1
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• pp.13-22
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• 2023

The purpose of this paper is to explore the impact of online problem-based learning (PBL) on learners' 4C competencies and learning experience. The results of the study showed that, first, online PBL had a statistically significant effect on learners' problem-solving skills, communication skills, and pre-service teacher efficacy. Second, learners were very satisfied with the online PBL experience and perceived it to be very beneficial to their learning and to themselves as preservice teachers. Third, learners perceived that the real-time video conferencing system and instant messenger were very helpful for successful online PBL. Fourth, regarding the important factors for successful online PBL, the participants in this study perceived that communication and sincerity are very important, and the role of the leader is also important, but personal intimacy among team members is relatively less important. Fifth, learners perceive that instructor feedback is very important for successful online PBL. Finally, the implications of this study are discussed along with suggestions for future research.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.101-127
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• 2021

The purpose of this study is to design and develop a teaching-learning process plan for process-based assessment, focusing on the unit related to life design in middle school home economics(HE: Home Economics part of 「Technology and Home Economics」), to propose a feedback plan after implementing it, and to evaluate the plan through participatory observation and interviews. The student reflection journals, teacher's class journals, participatory observation journals, interviews, and performance tasks, were collected and analyzed to provide foundational date to be utilized for feedback to students, and class improvement. The research results are as follows: First, the developed teaching-learning process plan consists of a total of 8 sessions, i.e. 2 sessions for each of the four learning themes, under the practical question of "What should I do to live the life I want?" The portfolio was composed of five evaluation topics and for evaluation, oral presentation, observational evaluation, self-assessment, and peer evaluation were considered. Second, during the class, feedback from teachers, feedback from fellow students, feedback through results, and a plan to record them were provided. Third, from the analysis of collected data including observation journals and interviews, it was apparent that the students recognized the necessity of process-based assessment after the class, and students acknowledged that through the process-based evaluation in which they are evaluated on the efforts they made and provided with feedbacks, they participated more in class, and it lead them to experience a sense of growth and a feeling that they took a step forward into their future. Teachers suggested that the class through feedback was suitable for the unit and the capacity of the class, but the difficulty they experienced in giving feedback was presented as a disadvantage. For the process-based assessment, follow-up research is needed on various ways to provide feedback on-line and off-line through changes in the perception of assessment.

• Journal of The Korean Association of Information Education
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• v.21 no.4
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• pp.403-413
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• 2017

The purpose of this paper is to verify whether the entry programming course applied with the flow based learning type is to affect the flow of students' learning. The subjects of the study were the students in the 3rd grade of the National University of education who had not experienced the coding before, and conducted two hours of programming lessons per week for three months. Learning contents and learning materials of beginner course in Entry Homepage were used as learning materials. The teaching and learning process consisted of clear goals setting, motivation, follow-up and immediate feedback, providing application problems, and providing reflection time for students. As a result of the study, the nine factors of flow were compared before and after the experiment. The seven factors - A balance between challenges and skills, Immediate feedback, Action and awareness are merged, Distractions are excluded from consciousness, No worry of failure. Self-consciousness disappears, The activity becomes autotelic-were obtained.

• 대한공업교육학회지
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• v.38 no.1
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• pp.195-219
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• 2013

The purpose of this study was to develop a Educational programs for cultivating of intergrative thinking person. For the study, various literature researches were reviewed intensively about STEAM, STEM, robot, new materials, space exploration. As the process of the Study, the strategy for educational program development, workbook for students and instructional Guide for teacher were developed. The workbooks and instructional guides were tested by pilot test. And the interviews with students and teachers were feedback. The result of the feedback, the programs for the 10 educational Programs for cultivating of intergrative thinking person were developed. Based upon the conclusion of this study, the theoretical rationale of educational program for cultivating of intergrative thinking person was presented. Finally, the application method of this study and subsequent studies for effectiveness vertification were proposed.

• Journal of Digital Convergence
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• v.12 no.6
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• pp.587-595
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• 2014

As the number of users of SNS (Social Network Service) and smart devices increases sharply nowadays, many studies on various teaching models and methodologies have been made in order to utilize SNS in education. However, there are not so sufficient studies that explore social media as a learning environment and analyze empirically its relation with the academic achievement. Since various kinds of learning experiences are required in order to foster creative talents, it is necessary to have information sharing, debate and information exchange utilizing SNS. If utilizing SNS for general computer education in a university, it will be possible to collect learners' various thoughts and opinions more effectively. Because real-time feedback can be possible in each individual space through SNS by sharing the information related to the interactions between learner and teacher or between leaner and learner and exchanging opinions each other, the learner's ability to utilize a computer can be improved. Especially SNS can provide a real-time help to solve problems for underachieved students and provide an opportunity to improve the academic achievement.