• 대한공업교육학회지
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• v.39 no.2
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• pp.101-121
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• 2014

The study aims to develop the NCS based vocational curriculum model for the practical and creative human resources. For effectiveness of the study, the study consists of literature studies of both domestic and international, contents analysis, case study, expert(9samples) consultation and review, and in-depth-interview of the three advisory members. The validity of the developed model is analyzed through mean, standard deviation and contents validity ratio(CVR). The main results of the model development in our study are as follow. First, our NCS based vocational curriculum model for the practical and creative human resources is developed with the analyses of NCS development manuals, training standard utilization and training curriculum organization manuals, NCS learning module development manual and case studies, NCS research report, NCS based curriculum pilot development resources directed toward the high schools and vocational school as well as the domestic and international literature study on career training model like NCS. Second, based on the findings of our analysis in combination with the findings from the consultations with the expert and advisory committee, total 19 sub-factors of each step and domain are extracted. The sub-factors of domain in step 1 are the competency unit, definition of competency unit, competency unit element, performance criteria, range of variable, guide of assessment, key competency; in step 2, they are subject title, subject objectives, chapter title, chapter objectives, pedagogical methods, assessment methods and basic job competence; and in step 2, they are NCS based subject matrix table, NCS based subject profile, NCS based job training curriculum table, NCS based subjects organization flowchart, NCS based job training operation plan. Third, the final model including step 3 NCS based subject profile are developed in association with the linked organizational sub-factors of step 1 and step 2. Forth, the validity tests for the final model by the step and domain yield the mean 4.67, CVR value 1.00, indicating the superior validity. Also, the means of each sub-factors are all over 4.33 with the CVR value 1.00, indicating the high validity as well. The means of the associated organizations within the model are also over 4.33 with the CVR value of 1.00. Standard deviations are all .50 or lower which are small. Fifth, based on the validity test results and the in-depth-interview of the expert and advisory committee, the model is adjusted complemented to establish final model of the NCS based vocational curriculum for the practical and creative human resources.

• School Mathematics
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• v.16 no.2
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• pp.237-257
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• 2014

The purpose of this study is to investigate the academic achievement characteristics in terms of proficiency levels through the in-depth analysis of mathematics test items and achievement standards of the National Assessment of Educational Achievement(NAEA) from 2010 to 2012, and to provide suggestions for teaching and assessing mathematics in middle schools. The results showed that 'Advanced level' students could fully understand the concept of mathematical terms and symbols as well as various mathematical properties presented in the national curriculum. However, 'Proficient level' students tended to feel difficult to apply linear function, properties of a plane figure, and a solid figure, while 'Basic level' students seemed to have trouble solving mathematical problems in almost all areas. Thus, it is necessary to identify the mathematical misconceptions that students have and to strengthen teaching, particularly, the areas of number and operation.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.519-531
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• 2004

In recent years, there has been an increased emphasis on performance assessment to evaluate students' abilities. Our nation has introduced a change in testing and assessment. Additional work on the efficacy, reliability, and comparability in order to develop the performance assessment item has been needed in the enforcement of the 7th National Science Curriculum. Also, criteria for professional and technical standards has been needed to be developed. The purpose of this study was to draw out various key concepts and to develop achievement standards, assessment standards and performance assessment items based on the 7th National Science Curriculum on the subject matter of reproduction(chapter 13) and biological accumulation(chapter 17). And also, this study examined the validity of completed performance assessment items based on classical test theory and polytomous item response theory. Twelve key concepts in chapter 13(reproduction) and four from chapter 17(biological accumulation) were abstracted. Twenty-six achievement standards in chapter 13(reproduction), and nine in chapter 17(biological accumulation) were developed. The achievement standards were determined in terms of knowledge(K), process skill(P) and attitude(A). Twenty-five assessment standards in chapter 13(reproduction) and nine in chapter 17(biological accumulation) were developed. Based on the developed achievement standards and assessment standards, twenty-two performance assessment items(seventeen open-ended questions, three essays, and two portfolios) with concrete grading criteria were developed. Eight open-ended items were applied to 240 10th graders to evaluate reliabilities of the test which consisted of four items per each chapter. The results would be suggested that the applied items were valid for performance assessment because item difficulties and item discriminations were proper. There was not much differences in item discrimination between interpretation from classical test theory and that from polytomous item response theory. However, there were some differences in item difficulties between the interpretations of two theories because the characteristics of examinees were reflected in classical test theory.

• Education of Primary School Mathematics
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• v.22 no.4
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• pp.239-259
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• 2019

The 2015 revised mathematics curriculum specified software education as a mandatory curriculum amid a trend in which the software environment was extended to daily life due to the fourth industrial revolution. It also calls for a paradigm shift in lessons that incorporate learning and evaluation by specifying a process-oriented assessment. This study focused on addition and subtraction classes based on computational thinking skills that integrate mathematics learning and evaluation. Two fourth grade classes of elementary schools in Seoul were selected to conduct a pre- and post- test of metacognition and mathematics achievement through quantitative research. Also, a mixed study was conducted to analyze students' activities and opinions in parallel. The results of the study confirmed that the computational thinking-based classes, which incorporate mathematics learning and evaluation, had a positive effect on the metacognition of elementary school students and the improvement of their achievement scores. In addition to those identified in this study, further studies on other factors are proposed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.10 no.12
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• pp.3645-3652
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• 2009

Most important factor for successful operation of collaborative project, which is a project based curriculum, is systematic and rational assesment. In this paper, we design and implement multidimensional performance assessment support system which can overcome simplicity of result-oriented evaluation. In the proposed system, learner can diagnose problems and improve those by oneself. We design the system satisfying both professor and student about evaluation results through evaluating total course of collaborative project.

• Journal of Educational Research in Mathematics
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• v.9 no.2
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• pp.459-471
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• 1999

This study is to develop a mathematics assessment framework based on the mathematics assessment framework and content strands suggested by KEDI, NCTM, NAEP, TIMSS, Oregon State, New Zealand. According to the literature review, there has been more emphasis that students themselves 'communicate' what they 'understood' and how they 'thought' during the situation of 'solving problems'. As a result, communication ability is considered one of the most important factors in assessment situation, which always accompany the abilities of understanding, thinking, problem-solving, etc. In conclusion, the framework related to mathematical knowledge consists of content and behavior domains. The content domain is categorized into 6 content areas of the 7th mathematics curriculum, and the behavior domain is divided into computation, understanding, inference, problem-solving, and communication.

• Journal of Engineering Education Research
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• v.19 no.2
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• pp.8-13
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• 2016

This paper is concerned with the development case of CEA(Course-Embedded Assessment) design tool for engineering education accreditation operations department for CEA system implemented. Each university or programs are already devoting efforts to build research and CEA system for CEA applied to. In order to effectively apply the CEA studies for each program it is required and particularly, the preferred way to build an operating system is considered a difficult situation of the course unit. Therefore, this case study and to propose a method and procedures required to assessment the design basis for curriculum and program assessment unit in terms of the applicability of CEA, proposes a virtual application results. The information proposed in this case study is determined that could be used in the design for the outcomes and assessment of a variety of programs as one of the steps to build the CEA systems.

• Perspectives in Nursing Science
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• v.9 no.2
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• pp.127-135
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• 2012

Purpose: The purpose of this study was to investigate the academic achievements, satisfaction and educational demands of nursing students at a college of nursing. Methods: The study subjects consisted of 134 senior nursing students who completed their clinical practicums. The students were asked to complete the evaluation survey for the curriculum. The evaluation survey for the curriculum consisted of three parts: 1) academic achievements of educational objectives, care of subjects, and skills; 2) satisfaction with the curriculum, clinical practice environment, and educational environment; 3) demands on the curriculum and clinical practicum. Results: The mean scores on the achievement levels of educational objectives, care of subjects and skills of the students were $3.68{\pm}0.53$, $3.69{\pm}0.59$, and $3.77{\pm}0.56$, respectively. The low rated domains were 'understanding and delivering culturally competent nursing' and 'competence in fundamental nursing skills' in their levels of achievements. Overall, students were satisfied with the nursing curriculum and educational environment. However, their satisfaction scores for the hours and arrangements of the clinical practicum, and the ratios and arrangements of lectures and clinical practicum were relatively low. Conclusion: The findings of this study are important to redesign nursing curriculum in order to prepare graduates for rapidly changing health care environments. We need to try various strategies to improve the clinical competencies of students by designing a curriculum based on social change and student needs.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.227-239
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• 2002

The purpose of this study was to improve the practice of performance assessment in elementary science education and to support it according to the levels teachers' concerns. So this study was conducted by applying CBAM which is based on teachers' concern, which was designed for the investigation of the elementary science teachers' concern, their performance level, intellectual understanding, status of performance. and stage oi awareness and the connections between these factors. The study involved 311 elementary school teachers in the city of Seoul. The result of this study was as follows: First, the stage of teachers’ concerns performance assessment in science marked 49.5％, indicating that about half of the teachers was staying on the informative stage which could be generally occurring in the beginning of performance the curriculum innovation. The level of performance marked 33.8%, which was regarded as the stage of elaboration. For the category of intellectual understanding, most of the teachers didn’t fully understood the performance assessment. Regarding the status performance, 90.4％ of the teachers were implementing the assessment at the state of knowing the purpose of it. However. 40.5% of the teachers didn't fully understand the specific characteristics of the assessment. Also, the results of analyzing the teachers’ awareness on science performance assessment indicated that they have slightly positive positions. Secondly, the result of analyzing the stages of concerns for the assessment, based on the elementary school teachers' personal background, levels of implementation, and their intellectual understanding showed that the concerns were significantly different with the categories of their workplaces(p<.05). Finally, the result of analyzing the relationship among the concerns for the science performance assessment, levels of implementation and intellectual understanding indicated that there were significant differences in levels of implementation with the degree of intellectual understanding (p<.001).

• Journal of Digital Convergence
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• v.5 no.2
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• pp.109-122
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• 2007

The original element for development in current society is recognized as knowledge, technology and information. It has been developed and improved the human resources development system through the occupational standards that closely connected system among work, education training and qualification in every country. This study is for development of the occupation standards that was standardized the required competency element, performance criteria, range statement, assessment guideline in machinery industry, also developing the education training program based on competency to be able to apply department of relevant machinery industry in vocational high school. Occupational standards and key competencies were developed by expert in field engineer and verified about contents and level system by questionnaire and interviewing. Education training program was developed on SCID model, and the effectiveness and suitability of the training program was verified by teacher, professor and student belonging to training organization.