• Title/Summary/Keyword: course outcome

Search Result 318, Processing Time 0.045 seconds

Development on the model of outcome-based course evaluation design for Course-Embedded Assessment (교과기반평가를 위한 성과중심 교과목 평가설계모형 개발)

  • Kim, Hyekyung
    • Journal of Engineering Education Research
    • /
    • v.18 no.6
    • /
    • pp.24-31
    • /
    • 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.

A Study on application Course Embedded Assessment(CEA) for Program Outcome Assessment in Nursing Education (간호교육 프로그램학습성과 평가를 위한 Course Embedded Assessment(CEA) 적용방안 기초연구)

  • Nam, Soung-Mi
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.16 no.5
    • /
    • pp.3121-3130
    • /
    • 2015
  • The purpose of this study was to suggest application of Course Embedded Assessment (CEA) for program outcome in nursing education through literature & Office of Assessment web site reference review on concept, advantage, disadvantage, process, measure, tool and precaution. The process of CEA is program outcome, calculate weight of program outcome, embed program outcome in curriculum, development a rubric for CEA, assessment, analysis the result and achievement, feedback loop. CEA is vary useful to proof the student personal achievement and program quality improvement.

Developing Course Outcome to Achieve Exit Outcome: Applying Hauenstein's theory (졸업성과 달성을 위한 교과목 학습성과 개발 : Hauenstein의 교육목표분류체계 적용)

  • Hwang, Yoon Young;Kim, Sun Hee;Chu, Min Sun
    • The Journal of Korean Academic Society of Nursing Education
    • /
    • v.21 no.2
    • /
    • pp.155-167
    • /
    • 2015
  • Purpose: The aim of this study was to develop course outcomes for nursing students by applying Hauenstein's theory. Methods: The research was conducted in three steps as follows: identifying exit outcomes related to the Adult Nursing course, developing Adult Nursing course outcomes based on the theory of Hauenstein, and finalizing Adult Nursing course outcomes. Results: Exit outcomes achievable in Adult Nursing were generated after a needs analysis survey among students, nurses and professors was conducted and subsequently reviewed by professors specializing in the subject. For theoretical courses, the level of the course outcomes was derived from the cognitive domain, whereas, for practical courses, it was derived, in stages, from the cognitive, affective and psychomotor domains. Next, using taxonomical terms that can properly address the level of each domain, course outcomes for theoretical and practical courses were determined. After expert opinion was sought, the final course outcome for the Adult Nursing course was produced. Conclusion: The results are meaningful in that valid course outcomes were developed through the process described above and are expected to greatly contribute to reaching exit outcomes and strengthen the professional capacity of nursing students.

The Review on Adaptation of Course-Embedded Assessment for Program Outcome Assessment in Engineering Education (공학교육의 프로그램 학습성과 평가를 위한 코스 임베디드 평가의 적용 가능성 고찰)

  • Han, Ji-Young
    • Journal of Engineering Education Research
    • /
    • v.12 no.3
    • /
    • pp.96-106
    • /
    • 2009
  • The purpose of this study was to suggest possibility of adaptation of course-embedded assessment for program outcome in engineering education through literature review on concept, benefits, adaptation process, case study in higher education of course-embedded assessment. The model of course-embedded assessment was given with consideration for each step, that is, set up of program outcomes, check of related courses, selection of assessment tools, set up of performance criteria, implementation of course-embedded assessment, and analysis of results. Some prerequisites were given to set up course-embedded assessment successfully in engineering education field of Korea.

The Relationship between Course Assessment and Program Objective Evaluation in Engineering Education Accreditation - Toward a Practical Evaluation of Program Objectives (공학교육인증에서 교과목 학습성과와 프로그램 학습성과의 관계 - 실질적인 프로그램 학습성과 평가를 지향하며)

  • Park, Yoon-Kook
    • Journal of Engineering Education Research
    • /
    • v.13 no.4
    • /
    • pp.87-92
    • /
    • 2010
  • It is strongly desirable to continuously study the program outcomes that are one of the requirements of engineering accreditation. In this paper, the results of program outcome evaluation obtained by using four tools - exit written exams, essay tests, capstone design, and an official English test - were compared to those of program outcome evaluation obtained by a course-embedded assessment method. The former evaluation was carried out for 15 students who graduated in February 2010 by using the four evaluation tools, while the latter was performed by using a course offered in the Spring and Fall semesters in 2009. Two evaluation results revealed no large difference in almost all 12 program outcomes, which indicates that course-embedded assessment would be one of the practical and effective program outcome evaluation tools.

  • PDF

An Examination of the Mediation Effect of Self-Regulated Learning Strategy on Learning Outcome in Engineering Capstone Design Course (공과대학 캡스톤 디자인의 학습성과에 대한 자기조절학습전략의 매개효과 검증)

  • Kim, Na-Young;Lee, So Young
    • Journal of Engineering Education Research
    • /
    • v.20 no.5
    • /
    • pp.34-42
    • /
    • 2017
  • This study aimed to identify the causal relationships among self-regulated learning strategy, problem solving efficacy, task value and learning outcome, and mediation effect of self-regulated learning strategy in engineering capstone design course. The data were collected from 363 university students who enrolled in capstone design courses and analyzed using structural equation modeling method. The results were: first, problem-solving efficacy and task value exerted significant effects on self-regulated learning strategy. Second, self-regulated learning strategy exerted significant effects on learning outcome, but problem-solving efficacy and task value did not. Third, problem-solving efficacy and task value showed significant indirect effects on learning outcome, which confirmed that self-regulated learning strategy fully mediated between two exogenous variables and learning outcome.

Course Embeded Program Outcome Assesment-Based on the Exams and the Reports (교과목 성취도에 근거한 학습성과의 평가 -시험과 보고서를 위주로)

  • Park, Yoon-Kook
    • Journal of Engineering Education Research
    • /
    • v.9 no.3
    • /
    • pp.62-66
    • /
    • 2006
  • Although it has taken some time to apply the accreditation system in Korea, most programs have a very difficult time in assessing program outcomes, one of the most important standards in accreditation. The major purpose of this work is to suggest a method, so called course embedded assessment, by which to assess a course that includes several program outcomes. The course was evaluated based on student performance on each exam taken in the course as well as a report submitted by the students. The course embedded assessment provides not only an effective tool by which to assess course-set program outcomes, but also allow the instructor to follow up and/or modify the course material to be offered in next semester.

An Analysis for the Course-Embedded Assessment Tool to Validate Program Outcomes (프로그램 학습성과 타당성 관찰을 위한 교과목-임베디드 평가도구 분석)

  • Shin, Haeng-Ja;Kim, Si-Pom;Kang, Won-Ho
    • Journal of the Korean Society of Manufacturing Process Engineers
    • /
    • v.7 no.4
    • /
    • pp.82-95
    • /
    • 2008
  • As society has changed to being more knowledge-based, it is necessary that change of paradigm is incorporated into engineering education and the education goals and the assessment method of educational outcomes is developed to promptly meet the needs of the times. A purpose of this study is to measure learning outcomes in coursework of engineering college every semester, which ultimately provides to validate program outcomes. We looked into teaching-learning style of course in the engineering college and analyzed its grade method and tool. By use of a survey, we derived a reasonable method to measure for the learning outcomes in course and presented tools for course-embedded assessment to measure that learning outcomes had been tied to their objectives. These tools are effective to determine that program outcomes and education goals have been achieved, ultimately. In addition, it will help that instruction builds a loop system for better.

  • PDF

A Study on Evaluation Criteria of Design Project though a Case Study of Introduction to Engineering Design Course (공학설계입문 운영사례를 통한 설계과제 평가기준 탐색)

  • Ryu, Kyung-Hyun
    • Journal of Engineering Education Research
    • /
    • v.14 no.6
    • /
    • pp.31-40
    • /
    • 2011
  • This paper explores and proposes the evaluation criteria of design projects in the entry-level design course. In the entry-level engineering design course the students proceeds various design projects to understand the concept of engineering design process and to develop the creativity. The evaluation criteria of design projects is very important component because the outcome of students in the engineering design course are effected from the evaluation criteria that enforces the students to focus on doing their task. According to this case study the evaluation criteria can be good solution to evaluate the design projects. By the outcome standard of ABEEK on the entry-level engineering design course the evaluation criteria was selected with the results of design projects such as design plan, report, handicrafts, objectives.

Clinical Course of Bipolar Disorder in Children and Adolescents (소아청소년 양극성 장애의 임상 경과)

  • Kang, Na-Ri;Kwack, Young-Sook
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
    • /
    • v.23 no.1
    • /
    • pp.3-7
    • /
    • 2012
  • Objectives : The early onset of mood symptoms in bipolar disorder has been associated with poor outcomes in many studies. However, aspects of the clinical course of bipolar disorder in children and adolescents are controversial. The goal of this article is to review the clinical characteristics and longitudinal course of children and adolescents with bipolar disorders. Methods : Searches were conducted in MedLine, PsycINFO, KISS, and RISS using the terms phenomenology, clinical course, outcome, BPD, pediatric, children and adolescents. Twenty-one reports were selected : either original articles reporting symptoms and clinical characteristics of subjects (ages 5-18 years), or published articles in reviewed journals about bipolar disorder in children and adolescents. Results : Approximately 70% of subjects with bipolar disorder recovered from their index episode, and 50% had at least 1 syndromal recurrence, particularly depressive episodes. For 60% of the follow-up time, subjects had syndromal or subsyndromal symptoms with numerous changes in symptoms and shifts of polarity. Approximately 20% of BP-II subjects converted BP-I. Conclusion : Bipolar disorders in children and adolescents are characterized by episodic illness with subsyndromal and syndromal episodes with mainly depressive and mixed symptoms and rapid mood changes. Extensive follow-up time is needed to evaluate the continuity of bipolar disorder symptoms from childhood to adulthood.