• Communications of Mathematical Education
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• v.27 no.1
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• pp.39-62
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• 2013

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, according to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of knowledge obtaining, instructional planning, instructional implementation, and instructional reflection. In this study, 1st and 2nd pilot studies was accomplished for revising evaluation standards and as a result, the procedure for implementing mathematics teaching using evaluation standards was changed to evaluate teachers own teaching using the standards focused on instructional reflection and according to the degree of satisfaction on reflecting their own teaching, standards on knowledge obtaining, instructional planning, instructional implementation would be utilized. Teacher survey is accomplished two times, by the subject of seven teachers. According ot the result of the first teacher questionnaire which was consisted of the essay type of questions on the degree of understanding the content of standards, the evaluation standards were revised. According ot the result of the second teacher questionnaire which was consisted of the essay type of questions on the application of standards, the evaluation standards were revised finally and the way of how to use the standards efficiently was suggested.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.65-76
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• 2008

Since Cyber Home Learning is an e-learning system promoted with policy goals of reducing private tutoring costs, solving gaps among regions, and improving scholastic attainments, preceding researches to verify its effects have been developed of evaluation standards focused on achievement of its policy goals rather than educational goals. The evaluation standards suggested in preceding researches have limitations in clearly reviewing Cyber Home Learning's effects by teaching-learning activities factors and Cyber Home Learning's improvement related to teaching-learning activities. Therefore, an evaluation model capable of analyzing effects of Cyber Home Learning from pedagogical aspect is required. The goal of this paper is to design pedagogical evaluation model according to teaching-learning activities factors and analyze effects of Cyber Home Learning. For the goal, researches from Korea and abroad related to Cyber Home Learning have been examined, pedagogical evaluation model was designed according to teaching-learning activities factors, and the model was then experimented through survey and in-depth interview on students who used Cyber Home Learning. It is expected that results of this paper can be used as a basic data to improve quality of Cyber Home Learning service for teaching-learning activities, and will contribute to establishment of more developmental Cyber Home Learning policy in the future.

• English Language & Literature Teaching
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• v.15 no.2
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• pp.71-92
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• 2009

Europass was established in 2005 by the European Parliament and the Council of Europe as a single framework for language qualifications and competences, helping citizens to gain accreditation throughout the European Community. In addition, the 1996 Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) provides a common basis for language syllabi, curriculum guidelines, examination, and textbooks in Europe. This framework describes the required knowledge and skills, the cultural context, and the levels of proficiency that learners should achieve. In combination, Europass and the CEFR provide employers and educational institutes with internationally recognized standards. This paper proposes that current trends such as globalization and international mobility require a similar approach to accreditation in Asia. As jobs and workers become independent of national boundaries and restrictions, it becomes necessary to educate students as multilingual world citizens, using standards that are accepted around the world. It is suggested, therefore, that assessment models such as Europass and the CEFR, along with successful language teaching models in Europe and Canada, present opportunities of adaptation for the Korean education system. Finally, rigorous teacher training to internationally recognized levels is recommended, if Korea is to produce a workforce of highly-skilled, plurilingual world citizens.

• Journal of Korea Society of Digital Industry and Information Management
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• v.13 no.3
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• pp.83-104
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• 2017

It is the approach of development of teaching methods for competency development in business class. This study distinguishes areas that can be commonly applied to many business subjects. And we derive core competencies from the basic skills of NCS. The results of this study are as follows. First, we have established an opportunity to distinguish the subject field of business administration(personnel/organization/strategy, production/operation management, marketing, financial/finance/insurance, accounting, MIS). Second, we have proposed guidelines for the setting of the each subject goals and the setting of the professor's competency. Third, we have summarized teaching method which are studied as valid in business class(lecture method, problem based learning method, action learning teaching method, and management simulation teaching method) and we suggested how to apply teaching methods to the each subject.

• Education of Primary School Mathematics
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• v.21 no.1
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• pp.39-53
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• 2018

Most of the studies of mathematics so far have found positive changes in the effectiveness of the academic achievements of academic achievement, as well as positive changes in the effectiveness of academic achievement or attitudes or attitudes towards mathematics. The purpose of this study was to investigate the achievement criteria for the use of the teaching aids and to present the teaching aids and the methods for teaching the learning contents appropriate to the achievement standards. Specifically, it finds the achievement standard suitable for the learning contents instruction course of the textbooks of the elementary school 1st and 2nd graders, finds the available diocese in the standard diocese for the math class, and investigates the diocese in use in the present textbook.

• Journal of vocational education research
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• v.37 no.2
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• pp.101-127
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• 2018

The purposes of this study are to study out competencies of teacher for organizing and operating of NCS based curriculum in vocational high schools, and to analyze the relative importance of the competencies. The results of the study are as follows. Firstly, the competencies of teacher for organizing and operating of NCS based curriculum are composed of the following 4 areas, 11 competencies and 35 sub-competencies. 'Needs and learning environment analysis(area 1)' is composed of 2 competencies of 'analyzing needs', 'analyzing learning environment', and their 7 sub-competencies. 'Curriculum organization(area 2)' is composed of 4 competencies of 'organizing and operating curriculum committee', 'setting educational goals and workforce type', 'analyzing and selecting NCS competency units learning modules', 'developing subjects', and their 10 sub-competencies. 'Curriculum operation(area 3)' is composed of 3 competencies of 'preparing teaching-learning activities', 'implementing teaching-learning activities', 'evaluating teaching-learning activities', and their 15 sub-competencies. 'Curriculum evaluation and feedback(area 4)' is composed of 2 competencies of 'evaluating curriculum', 'giving feedback on the curriculum', and their 3 sub-competencies. Secondly, the relative importance of the competencies is as follows; 'implementing teaching-learning activities' has the highest relative importance of 19.6%, followed by 'evaluating teaching-learning activities'(14.2%), 'evaluating curriculum'(12.5%), 'giving feedback on the curriculum'(11.2%), 'preparing teaching-learning activities'(9.2%), 'developing subjects'(8.6%), 'analyzing and selecting NCS competency units learning modules'(7.5%), 'setting educational goals and workforce type'(6.6%), 'analyzing learning environment'(5.4%), 'analyzing needs'(3.9%), 'organizing and operating curriculum committee'(1.5%).

• Communications of Mathematical Education
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• v.32 no.1
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• pp.97-111
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• 2018

This study is to establish the domains and the standards of instructional evaluation on the teacher knowledge dealing with the knowledge of 'teaching and learning methods and assessment'. Especially, in this study, the instruction assessment standards are developed focused on the six types of mathematics competencies such as problem solving, communication, reasoning, creativity and collaboration, information and handling, attitude and practice which were emphasized in the mathematical curriculum revised in 2015. By the result, seventh evaluation domains such as an instruction involving problem-solving activity, an instruction involving reasoning activity, instruction involving communication activity, instruction on information and handling activity, instruction involving learners' achievement level and attitude, instruction involving the development of assessment method and tool, instruction applying on assessment result were new established. According to those domains, the 19 instructional evaluation standards were developed totally. This study is limited to consider the domain of 'teaching and learning methods and assessment' among the domains of teacher knowledge, while dealing with the elements of mathematics competencies in the standards. However, instructional evaluation standards reflecting these competencies should be developed in the other diverse domains of teacher knowledge.

• Journal of The Korean Society of Integrative Medicine
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• v.2 no.3
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• pp.15-22
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• 2014

Backround : The paradigm of recent education has been shifting from existing style of professor-oriented, passive and rote teaching to learner-centered education. Rather than mere delivery of knowledge, today's idea of education uses various audiovisual media to let learners gain more problem-solving skills, judgment, cognitive thinking ability, and creativity to apply to real practice. Also, while current trends and change in policy ask for related industry to require practice-centered teaching learning model, Problem-Based Learning (PBL) is quite effective that it activates problem-solving skills as well as application of National Competency Standards (NCS). Purpose : The purpose of this study was to suggest a teaching learning model article as an approach to apply web-based PBL for patient & medical charge management practices. Discussion & Conclusion : This paper the cases on PBL and presents the teaching learning model on web-based PBL as an approach to applying web-based PBL, which fits Medical Information System Department that combines health-medical treatment and computer applications, to practical health administrative affairs.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.494-502
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• 2005

This study investigated the current science teaching evaluation system implemented in schools and directions for improving teaching evaluation using literature review, survey, and teacher interview. The first part of this paper analyzed the types, roles, and major issues of the current science teaching evaluation. In-service teachers argued that the current teaching evaluation system was discredited because of the bureaucratic procedures of teacher performance review, showcase classrooms, teachers' views on classroom as their own personal space, low ratio of teaching component in the current teacher evaluation, untrained evaluators, and the absence of professional teaching standards. The second part of the paper investigated the need for a formative teaching assessment, an ideal type of teaching assessment, and the role of participants in the teaching evaluation processes. The way forward, therefore, is to start not at the level of the administrative superstructure but at the level of teachers who will assume responsibility for developing standards of practice as the basis for evaluating their own work and improving their own professional learning to provide quality assurance.

• The Journal of Korean Institute of Information Technology
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• v.16 no.12
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• pp.115-125
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• 2018

The one of goals of the 2015 revised national curriculum is the successful application of achievement standards-based assessment, which assesses both the results and process of learning, ensuring that all students have achieved the educational objectives, to schools. Therefore, an achievement standards and evaluation support system is required to manage a whole process of teaching and learning based on achievement standards and provide the personalized assessment feedback to students to improve their achievement levels. In this paper, we perform a design of integrated data model and system of teaching plan, subject content, assessment plan, assessment result, and feedback data is required based on an achievement standards repository. In addition, we create a student's dashboard webpage, which representing different types of achievement of the student, and perform the comparative analysis of data models to evaluate the quality of the proposed model.