• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.1
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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.

• Journal of Families and Better Life
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• v.26 no.3
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• pp.25-36
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• 2008

The purpose of study is to evaluate a culture program at the family support centers and to suggest a development direction. Therefore evaluation indication areas are planning adaption, practice validity, and an outcome(output) satisfaction. The study subject was 40 family support centers' final reports. The collected data was analyzed by evaluation framework. The results were as followed; first, the culture program plan described healthy of family, included various family type, family-unit program, but a clear culture program wasn't identified; second, the evaluation of culture program practice presents high goal achievement with small financial budget, large number of participants and various type of program, and finally, the program output showed high satisfaction.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.17 no.2
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• pp.263-269
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• 2017

'Goal Model' is core knowledge of 'Autonomic Control System' suggested to minimize human interference in system management. 'Autonomic Control System' performs 'Monitoring-Analysis-Plan-Execution', that is the four step of 'Autonomic Control', based on 'Goal Model'. Therefore, it is necessary to quantify achievement ratio of 'Goal Model' of target system. Thus, this paper present 'Probabilistic Evaluation of Goal Model' for methodology how to quantify achievement ratio of 'Goal Model'. It comprises 3-steps including 'Goal modeling and weighting', 'Goal model monitoring', 'Goal model evaluation and analysis'. Through these research, we provide core knowledge for 'Autonomic Control system' and it is possible to increase the reliability of system by evaluating 'Goal model' with applying weight. As case study, we apply 'Goal model' to a 'Smart IoT Kit' and we demonstrate the validity of the suggested research.

• Journal of Nutrition and Health
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• v.50 no.1
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• pp.111-119
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• 2017

Purpose: School meal programs should be part of the educational process to promote good eating habits for students. The purpose of this study was to develop an evaluation scale for educational school meal programs and evaluate the achievement level of educational school meal programs using the developed scale. Methods: The evaluation scale for educational school meal programs consisted of 23 items in eight categories and was developed using content validity ratio (CVR) analysis and analytic hierarchy process (AHP) by 15 related experts. The results of a survey on nutrition teachers or dietitians at 91 elementary, middle, and high schools in Gyeonggi province, South Korea were analyzed to evaluate the achievement levels of educational school meal programs. Results: Overall, total average score was 45.7 out of 100, with significant differences among schools (p = 0.005). Elementary schools (51.9) showed a higher average score than middle (41.5) and high schools (37.1). The score for the category of regular nutrition and dietary education was the lowest (5.7 out of 33.7). In addition, school meal environment (5 out of 10), educational activities through school meal time (9.2 out of 19), and extra-curricular experiential activities (3.5 out of 10) also showed inadequate levels. Conclusion: The results show that the overall level of educational school meal programs is not adequate and needs to be improved, especially at middle and high schools. Government support polices need to be implemented to encourage educational activities related to school meal programs.

• Journal of the Korean Chemical Society
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• v.57 no.1
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• pp.138-146
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• 2013

This study examined the characteristics of the National Assessment of Educational Achievement (NAEA) in Science according to gender. It investigated gender achievement differences in the science section of the 2010 NAEA, the ratio of gender difference in achievement, the ratio of correct answers within each content domain and behavioral domain, and the items which showed high differences between males and females. The results indicate first, that, for 9th graders, females outperformed males in academic achievement in science. Second, with respect to the ratio of correct answers, males outperformed females in the advanced and below basic level groups, but females outperformed males in intermediate level groups. Third, females outperformed males in knowledge and inquiry in the behavior domains, and in chemistry and biology in the content domains. Fourth, an analysis of the items showing the largest gender gap indicated that males outperformed females in interpreting data, while females outperformed males in the items concerned with daily life and items related to the memorization of rules. This research on gender differences in science will allow teachers to complement the weaknesses of students when they study science, and support improved instructional methods in science.

• Journal of the Korean Chemical Society
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• v.66 no.6
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• pp.493-508
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• 2022

Chemistry is the subject which includes properties, change, and composition of matter. Chemistry has the system which explains observable properties and change with microscopic level, it explains them using scientific theory and laws. In the national-level curriculum, the properties and changes of matter are continuously dealt with from elementary school to high school, and the curriculum are organized so that students could strengthen their understanding about matter. In other words, understanding of the properties and changes of matter is the base to explain everyday life with the view of chemistry, and these two are classified as domains of chemistry in the 2015 revised science curriculum. In this study, we confirmed students' understanding about properties of matter and change of matter, through the analysis about results of the National Assessment of Educational Achievement (NAEA). For that purpose, this study analyzed the 12 items about properties of matter, and 19 items about change of matter, which were used in the NAEA from 2015 to 2019. According to the results of classifying and analyzing questions according to the core concept, the understanding about the two domains significantly changed between the proficient achievement-level students and basic achievement-level students. Depending on the achievement-level, there was a difference in explaining the phenomenon by using the perspective of particles, and by associating scientific concepts and models, or there was a difference in understanding the inquiry related to these two domains. Based on this analysis, this study discussed some implications to be improved on teaching-learning for 'properties of matter', and 'change of matter'.

• The Mathematical Education
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• v.45 no.2 s.113
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• pp.205-215
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• 2006

One of the most important concepts in the 7th curriculum of Korea is the student-centered education. Since educational evaluation has significant influence on the whole curriculum, if we realize the importance of the student-center education on the curriculum we should establish the student-centered educational evaluation system. Educational evaluation is defined by the theory of information to permit information users to identify, to measure, to manipulate and to communicate useful educational information concerning an educational curriculum for making decisions. If we accept the above definitions, the demands of information users are significant in the light of conceptual framework of educational evaluation. The purpose of this study is to analyze the conceptual framework of educational evaluation from information users' perspectives and to investigate the qualitative characteristics which satisfy information users' need for making decisions. We also show that students aren't provided sufficient evaluation results information to decide for their study plans by analyzing an evaluation study of the 7th primary curriculum. Finally, this study suggests how to improve an evaluation system for students in mathematics.

• Journal of Engineering Education Research
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• v.18 no.6
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• pp.24-31
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• 2015

The purpose of this study is to develop the model of course evaluation design for CEA(Course-Embedded Assessment), which is focused on course level for assessment reliability. This study was conducted by the process of model development and validation according to Richey & Klein(2007)'s model development methodology. The model of this study was comprised with the three steps of learning objectives based on course outcome, assessment design and goal achievement analysis of course, which were explained by specific design principles. Also, this model was validated by two steps, which one was on the inner validation and the other was the outer validation(Richey & Klein, 2007). Considerations for designing the model of course evaluation have been suggested and a few implications were discussed.

• Journal of the Korean School Mathematics Society
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• v.15 no.2
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• pp.281-297
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• 2012

Mathematics evaluation is aimed at measuring students' mathematical ability to think and achievement. Moreover, the quality of mathematics education at school is elevated by the test questions analysis and application process. And the starting point of evaluation is to make good test questions. This study is composed of four parts. First, theoretical background associated with making test questions is surveyed. Second, example questions according to the education goals and question-making cautions are presented. Third, four practical stages of making test questions which consist of designing, making the first draft of questions, verifying and making the final draft of questions, are illustrated.

• IE interfaces
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• v.23 no.4
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• pp.275-285
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• 2010

In complex industrial world, many companies make every effort to analyze their competition capability through various performance evaluation tools to cope with rapidly changing business environment. Among evaluation tools the balanced scorecard (BSC), put forward by Kaplan and Norton in 1992, is a strategic performance management tool for measuring whether the smaller-scale operational activities of a company are aligned with its larger-scale objectives in terms of vision and strategy. The BSC tool offers a comparative advantage over others to evaluate the objective achievement of a company by linking its strategic objectives with operational KPI. In this paper, we introduce a case that the BSC performance evaluation system was implemented based on product data management and applied it to the business process. Specially, we shows a implementation procedure to derive discipline-specific topics and key performance metrics.