• 대한공업교육학회지
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• v.43 no.1
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• pp.58-75
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• 2018

The purpose of this study was to analyze the extent of possession of competence to organize and operate NCS-based curriculum among vocational teachers in specialized vocational high schools, their educational needs and demands. To this end, the questionnaire was used as a research tool. The draft of questionnaires was developed based on the element of competence to organize and operate NCS-based curriculums, and was modified, supplemented through review of four experts in the field of vocational education. The questionnaire survey was done by distributing questionnaires (online) among total 71 vocational high schools located at Gyeonggi-do and collecting 433 questionnaires and then analyzing 340. The findings were as follows. First, whole average of the extent of possession of competence to organize and operate NCS-based curriculums was 3.63. Seen by the average of each area, 'analysis of needs and environment' was 3.59, curriculum organization 3.54, its operation 3.74 and its assessment and feedback 3.57. Second, educational needs for competence to organize and operate NCS-based curriculums of vocational teachers in specialized vocational high schools was 1.47.

• Journal of Korean Dental Hygiene Science
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• v.4 no.1
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• pp.65-77
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• 2021

Background: The purpose of the present study was to evaluate changes in the communication capabilities of dental hygiene students after completing a problem based learning (PBL) dental communication curriculum. With this information, we intend to gather the basic data necessary to stress the need for and value of an education in communication regarding dental hygiene. Methods: PBL-based education was provided to a total of 49 third-year dental hygiene students who took the dental communication class taught by the Department of Dental Hygiene at S University during the 2^nd semester of 2020. The relevant self-evaluation was modified, based on the aim of the present study, to refer to three basic key competencies related to the communication capabilities of dental hygienists. An assessment of dental communication competency was conducted by analyzing the changes in self-evaluations before and after completing the course, for each question, using a paired t-test. The statistical significance level was set at p < 0.05. Results: Analysis of core competencies before and after PBL-based dental communication education indicated that all competencies were significantly improved after education (p < 0.01). Conclusion: Dental hygiene students' dental communication skills increased significantly after completing PBL-based dental communication education. Therefore, a PBL-based dental communication curriculum is effective in improving dental communication skills for dental hygiene students.

• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.79-95
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• 2006

This study was based on the conceptual framework of Home Economics curriculum development carried by Korean Institution of Curriculum and Instruction. The purpose of this study was to develop the educational objectives and content standards for family life area In home economics education. To achieve this, literature review and need assessment on curriculum contents for family life were performed, and expert group meeting and workshop were held. The results form various meetings and workshop were reflected in developing educational objectives and content standards. The educational objectives were developed in both general and specific levels. Content standards were developed according to educational objectives in specific level and major concepts for each content standard were proposed. The curriculum materials proposed in this study can be considered as a precious research for the upcoming future development of national curriculum and textbooks.

• Korean journal of medical education
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• v.30 no.4
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• pp.317-326
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• 2018

Purpose: The study examines changes in students' self-assessment of their general communication (GC) and medical communication (MC) competencies, as well as perceptions of MC concepts. Methods: Participants included 108 second year medical students enrolled at a Korean medical school studying an MC curriculum. It was divided into three sections, and participants responded to questionnaires before and after completing each section. To assess perceived GC and MC competency, items based on a 7-point Likert scale were employed; a single open-ended item was used to examine students' perceptions of MC. Statistical analysis was conducted to gauge GC and MC competency, whereas semantic network analysis was used to investigate students' perceptions of MC. Results: Students perceived their GC competency to be higher than MC. Perceived MC competency differed significantly across the three sections, whereas no differences were found for GC. There were no statistically significant differences after completing the curriculum's second and third sections; however, the vocabulary students used to describe MC concepts became more scholarly and professional. In the semantic networks, the link structure between MC-related words decreased in linearity and looseness, becoming more complex and clustered. The words 'information' and 'transfer' proved integral to students' perceptions; likewise, 'empathy' and 'communication' became closely connected in a single community from two independent communities. Conclusion: This study differed from prior research by conducting an in-depth analysis of changes in students' perceptions of MC, and its findings can be used to guide curriculum development.

• Proceedings of The KACE
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• 2017.08a
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• pp.93-97
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• 2017

오늘날의 교육은 단순히 지식을 많이 습득하는 것보다 문제를 인식하고 지식 및 정보를 통합하여 창의적으로 문제를 해결할 수 있는 역량 중심의 교육을 강화하고 있다. 이러한 역량을 배양하고 함양하기 위해 학생들의 발달 수준을 알아보고 분석하기 위해 국제 수준의 학업 성취도 평가 연구가 국제기구를 중심으로 활발히 이루어지고 있다. 학습자들의 역량을 효과적으로 평가하기 위해 최근에 컴퓨터 기반 평가가 도입되고 있다. 본 연구에서는 국제 수준의 학업 성취도 평가에서 컴퓨터 기반 평가가 이루어지는 현황을 파악하고 PISA와 ICILS의 공개 문항의 특징을 비교하여 시사점을 제시하였다.

• Journal of the Korean Home Economics Association
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• v.39 no.10
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• pp.169-186
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• 2001

The purpose of the study was to verify validity and reliability of performance assessment in home economics by applying performance assessment tools developed by Korean Curriculum Assessment Institute and by the researcher to a class of 17 high school female students in a rural area. For the purpose of this study, the research question was formulated and addressed:“How are the validity and reliability of performance assessment in home economics\ulcorner” The results of the study were as follows. 1. The results of testing validity a. Thirteen high school home economics teachers, whose average teaching years is ten years verified high validity in the contents of performance assessment. b. In the validity of the items that is verified being based on the scores of high school entrance examination of 2000 school year, the essay type showed its characteristics as performance assessment. c. The generalizability among assessment methods was not high. 2. The results of testing reliability Both Cronbach's $\alpha$, inter-item reliability of the assessment tools used in the research, and reliability among the raters were high. But reliability among the tasks was relatively low. This study proposed that the diverse performance methods, the increasing number of assessment, the explicit assessment criterion, and scoring criterion are needed to satisfying validity and reliability of performance assessment.

• The Journal of Korean Association of Computer Education
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• v.12 no.5
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• pp.63-74
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• 2009

In this study, the contents of the revised curriculum in 2007 for the area of 'Information Society and Information Technology' in 'Informatics subject matter for middle school have been analyzed. In addition, evaluation standards have been suggested based on the achievement standards, which have been detailed according to the analyzed results in the study. Since the suggested achievement and evaluation standards have been developed based on the revision of the curriculum, the results in this study are expected to be helpful especially in 2010 for teaching and learning activities such as setting up the educational objects for teaching and learning, developing evaluation methods, improving the teaching and learning methods, setting the level and range of teaching and learning area, and etc.

• Journal of Engineering Education Research
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• v.15 no.6
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• pp.98-102
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• 2012

This paper diagnose subjects and measures the learning ability of students based on the goal of developing an assessment tool for education productivity based on multi-aspect evaluation conducted by ICEE at Honam University. Furthermore, develop an assessment tool for education productivity that provides a motive to bring detailed improvements in teaching methods through the diagnosis. In addition, a method for compensating the issues and improving the quality of subject is suggested to develop learning ability of students through applying the assessment tool. An integrated operated system of CQI is desired to be built along with quality improvement of education through measuring academic quality by studying the methods for enhancing academic and learning ability achievement from analysis of the curriculum provided in the "ABEEK program". Through this study the current state of education productivity is presented through analyzing the difference between students who participated in the "ABEEK program" and who did not participate, and operating a comparison between the student's comprehension on their majors and liberal arts by the multi-aspect evaluation that has been conducted for 2 years.

• Journal of Korean Academy of Nursing Administration
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• v.20 no.2
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• pp.154-166
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• 2014

Purpose: The core of accreditation for nursing education is to improve the ability and quality of graduates through a CQI system based on outcomes. For program outcomes of nursing education accreditation criterion, it is necessary to understand the relationship among education assessment, objective and curriculum. Methods: The focus of this study was on program outcomes and the assessment. First measures for improving the general problems of program outcomes associated with the assessment system were stated. Detailed measure for practicing program outcomes, the assessment system and the assessment tool using Rubrics were discussed. Results: Detailed measure were established for practicing the program outcomes, assessment system and assessment tool, which makes use of rubrics, program outcome No 3 of the Korean Accreditation Board of Nursing Education. Conclusion: Therefore it is expected that the assessment system established in this study will allow universities to conduct program outcomes and assessment.

• 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.