• 의학교육논단
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• 제22권2호
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• pp.131-142
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• 2020

A systematic educational program evaluation system for continuous quality improvement in undergraduate medical education is essential. Monitoring and evaluation (M&E) are two distinct but complementary processes referred to in an evaluation system that emphasizes formative purpose. Monitoring involves regular data collection for tracking process and results, while evaluation requires periodic judgment for improvement. We have recently completed implementing an educational evaluation using the M&E concept in a medical school. The evaluation system consists of two loops, one at the lesson/course level and the other at the phase/graduation level. We conducted evaluation activities in four stages: planning, monitoring, evaluation, and improvement. In the planning phase, we clarified the purpose of evaluation, formulated a plan to engage stakeholders, determined evaluation criteria and indicators, and developed an evaluation plan. Next, during the monitoring phase, we developed evaluation instruments and methods and then collected data. In the evaluation phase, we analyzed results and evaluated the criteria of the two loops. Finally, we reviewed the evaluation results with stakeholders to make improvements. We have recognized several problems including excessive burden, lack of expertise, insufficient consideration of stakeholders' evaluation questions, and inefficient data collection. We need to share the value of evaluation and build a system gradually.

• 수산해양교육연구
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• 제21권4호
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• pp.508-522
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• 2009

A teacher evaluation system is a hot issue of educational policy these days. Many teachers have opposed teacher evaluation system, but government and many parents have agreed teacher evaluation system. And some people agree teacher evaluation system, but some people disagree teacher evaluation system. The approvers of teacher evaluation system insist that teacher evaluation system can provide the quality of instruction, satisfaction of schooling, and nation's competition capacity. But opponents of teacher evaluation system insist that teacher evaluation system can provide dissatisfaction of teachers' job, excessive competition among teachers, and the failure of educational policy. So, comprehensive studies about teacher evaluation system are needed. The purpose of this study was to investigate that elementary and secondary teachers' recognition about teacher evaluation system. The tool of this study was used questionnaire which was made by researcher of this study. This study indicates as follows. Many teachers opposed teacher evaluation system, because of deficit of validity and reliability of teacher evaluation system. Also, many teachers indicated instruction ability as the most important evaluation standard of teacher evaluation system. And many teachers predicted the dissatisfaction of teachers' job and excessive competition among teachers as a result of teacher evaluation system.

• 한국산학기술학회논문지
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• 제13권11호
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• pp.5033-5043
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• 2012

본 연구의 목적은 현행 A대학의 강의평가 문항의 문제점을 보완하고 강의의 질 제고라는 강의평가의 본래 목적에 부합하도록 강의평가 문항을 개선하는 것이다. 이를 위하여, 대학 교육에서의 좋은 수업의 의미, 선행 연구의 강의평가 영역 및 요소, A대학의 현행 강의평가 도구의 내용 및 문제점을 살펴보았으며, 이를 토대로 개선안을 제시하였다. 연구 결과로 제안된 개선안의 주요한 특징은 다음과 같다. 첫째, 평가 영역, 평가 항목, 평가 문항의 구성 체계를 재구성하였다. 둘째, 강의 개선에 중요한 정보를 제공하기 위해 대학에서의 좋은 강의의 특징을 토대로 문항을 개발하였다. 셋째, 선행 연구의 강의평가 도구들이 공통적으로 제시하고 있는 평가 요소 등과 관련한 문항을 개발하였다. 넷째, 강의의 질 제고를 위해 필요한 정보가 있다면, 산술평균으로 결과를 제시할 수 없더라도 관련 문항을 개발하였다. 다섯째, 현행 강의평가 문항의 문제점으로 지적된 부분을 수정 보완하였다.

• 디지털산업정보학회논문지
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• 제12권4호
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• pp.59-69
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• 2016

We proposed a specialized model of performance measurement to measure the training performance of the trainees in cyber practical training. Cyber security professionals are cultivating their expertise, skills, and competencies through cyber practical training in specialized education and training institutions. The our proposed process of trainee evaluation is consisted of an evaluation component discovery, evaluation item selection, evaluation index catalog, ratings and criteria decision, and calculation formula. The trainee evaluation is consisted of a formative evaluation during the training and an overall evaluation after finished training. Formative evaluation includes progress evaluation and participation evaluation, and overall evaluation includes practice evaluation and learning evaluation. The evaluation is weighted according to the importance of evaluation type. Because it is evaluated actual skills and abilities, competencies are assigned a high weight, while knowledge and attitudes are assigned a low weight. If cyber security trainees are evaluated by the proposed evaluation model, cyber security professionals can be cultivated by each skill and knowledge level and can be deployed by importance of security task.

• 대한약학회:학술대회논문집
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• 대한약학회 2000년도 춘계총회 및 학술대회
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• pp.208.2-209
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• 2000

• 의학교육논단
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• 제25권2호
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• pp.174-183
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• 2023

Educational evaluation involves data collection and the analysis of various education-related factors to make decisions that improve educational quality. Systematic educational evaluation is essential for enhancing the quality of education. This study reports a case of student-conducted process evaluation of a medical school's student support system and the procedure for devising improvement plans. Sixteen Inje University College of Medicine students participated in the Education Evaluation Committee (IUCM-EEC) to understand the educational improvement process as learners and actively achieve improvement. The Quality Improvement Committee of the Inje University College of Medicine (IUCM-QIC) decided to reform its student support system based on a previous educational evaluation in 2019. The evaluation of the student support system was conducted for 10 months in 2021 by the student subcommittee, under the guidance of the IUCM-EEC. The CIPP (context-input-process-product) evaluation model was used for a systematic evaluation. Accordingly, the subcommittee developed evaluation criteria and indicators, and analyzed relevant data collected from surveys and the previous literature. For further recommendations and revision ideas, the student subcommittee members interviewed faculty members from six other medical schools and also conducted a focus group interview with the dean and vice deans of IUCM. Finally, the student subcommittee submitted a report to the IUCM-QIC. Communication with various stakeholders is essential for a successful evaluation process. In this case, students, as key stakeholders in education, evaluated the student support system. Their active participation helped improve their understanding of the evaluation process.

• 한국과학교육학회지
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• 제39권6호
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• pp.695-706
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• 2019

This study conducted a case study on the process-centered evaluation competency of a middle-school/high-school science teacher using Teacher's Process-centered Evaluation Competency (T-PEC) measurement tool. The case analysis shows that teacher A in a middle school represents high competency of process-centered evaluation planning and cooperative communication while the competency of utilizing process-centered evaluation results is low owing to the characteristics of non-standardized areas. Teacher B in a high school shows high level of cooperative communication competency whereas low level of process-centered evaluation execution competency because the freedom given to students is not enough during the process of evaluation. The teacher also shows very low level of utilizing process-centered evaluation results due to the lack of time and the school culture not giving feedback to the students. According to cross-case analysis, teacher A and B both represent the highest level of collaborative communication competency and the lowest level of utilization process-centered evaluation results competency. And the lack of clear criteria for process-centered evaluation leads to different understanding of process-centered evaluation between the two teachers, and teacher B shows low the level of utilizing process-centered evaluation affects results due to the students not being concerned on feedback, security problem, and the reality focusing on the university entrance examination in high schools. Based on the results, this study suggests providing clear guidelines of process-centered evaluation to teachers, introducing an application in order to solve the time-lack problem pointed out as the biggest problem of process-centered evaluation, ensuring objectivity and security about process-centered evaluation results, and building the school culture such as the expanded application of standardized areas in order to implementing process-centered evaluation.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제20권1호
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• pp.1-9
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• 2016

An accurate evaluation of educational process is a promise for the progress of education, because evaluation provides a meticulous idea of what has actually been achieved as a result of education. However, for all its significance in the educational fields, there are not many discussions about evaluation in South Korea. We believe that in order to overcome this discrepancy, diverse evaluation theories along with a discussion about the merits or demerits or each theory should be introduced in South Korea. We propose that Eisner's educational evaluation model may suggest alternative ways of perceiving evaluation. Eisner's educational evaluation model, named educational connoisseurship and criticism, emerged as an approach to educational evaluation from the methods used in art and literary criticism.

• 수산해양교육연구
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• 제18권3호
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• pp.314-328
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• 2006

The purpose of this study is to establish a conceptual model of the course evaluations. in University. This paper has examined the course evaluations according to the levels, purposes, objects, and methods of them. And this paper has been classified for a conceptual model of the course evaluation. As the result of this analysis, four dimensions of course evaluation have been found. First, formative and summative evaluation have been found. The purposes of formative evaluation were improving quality of courses and collecting information for improvement of curriculum. The purposes of summative evaluation were offering informations on faculty staffing and improving of learning outcomes. Second, the levels of course evaluation were classified into university-level, professor-level, and student-level. Third, the objects of course evaluation were classified into analysis, design, development, implementation, and evaluation. Forth, the methods of course evaluation were classified into questionnaire, observation, interview, and content analysis. As a result of this analysis, 120 types of course evaluations have been found.

• Nuclear Engineering and Technology
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• 제46권1호
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• pp.81-92
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• 2014

This study suggests 5 evaluation criteria (safety and technology, environmental impact, economic feasibility, social factors, and institutional factors) and 24 evaluation indicators for a NFC (nuclear fuel cycle) derived using factor analysis. To do so, a survey using 1 on 1 interview was given to nuclear energy experts and local residents who live near nuclear power plants. In addition, by conducting a factor analysis, homogeneous evaluation indicators were grouped with the same evaluation criteria, and unnecessary evaluation criteria and evaluation indicators were dropped out. As a result of analyzing the weight of evaluation criteria with the sample of nuclear power experts and the general public, both sides recognized safety as the most important evaluation criterion, and the social factors such as public acceptance appeared to be ranked as more important evaluation criteria by the nuclear energy experts than the general public.