• Journal of Science Education
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• v.47 no.1
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• pp.75-87
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• 2023

This study analyzed correlation among peer evaluation, self-evaluation, and instructor evaluation of argumentation writing conducted in the 'Biology logic and essay' class. To this end, 14 pre-service biology teachers wrote argumentation four times, and peer evaluation, self-evaluation, and instructor evaluation were conducted on these results. The peer evaluation for argumentation writing averaged 2.70 points, the self-evaluation average was 2.68 points, and the instructor evaluation average was 2.71. Looking at the average of each sub-evaluation area, scientific knowledge was the highest in peer evaluation, and the composition area was the highest in self-evaluation. In addition, the area of scientific knowledge was the highest in the instructor evaluation. As a result of examining the standard deviation, the standard deviation of self-evaluation was the largest. As a result of analyzing the correlation between evaluation types, there was a high correlation between peer evaluation and instructor evaluation, and there was a moderate correlation between self-evaluation and instructor evaluation. On the other hand, there was no significant correlation between peer evaluation and self-evaluation. As a result of analyzing the correlation by evaluation area, there was no significant correlation between peer evaluation and self-evaluation in all four areas of scientific knowledge, scientific argumentation, composition, and expression. On the other hand, in the analysis between peer evaluation and instructor evaluation, there was a significant correlation in the areas of scientific knowledge, scientific argumentation, and composition. In addition, there was a significant correlation between self-evaluation and instructor evaluation only in the area of expression. The results of this study show that peer evaluation is highly likely to be applied in the 'Subject logic and essay' class. It also suggests that it is necessary to subdivide evaluation criteria according to the type of evaluation in order to use peer evaluation and self-evaluation.

• Journal of Korea Technology Innovation Society
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• v.3 no.2
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• pp.48-60
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• 2000

An effort has been made in this paper to measure the project manager's reaction to R&D project evaluation and present the useful information related to rebuilding an R&D evaluation system. Results of this study show that project manager's reaction is related to the selection of reasonable items for evaluation, the rater's expertise, the project manager's participation in evaluation process and so on. Accordingly, managers of the research institute have to set up the evaluation system after deeply considering these results.

• Proceedings of the PSK Conference
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• 2001.10a
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• pp.223.1-223.1
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• 2001

• Proceedings of the PSK Conference
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• 2001.10a
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• pp.215.1-215.1
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• 2001

• Proceedings of the PSK Conference
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• 2002.04a
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• pp.212.2-212.2
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• 2002

• Proceedings of the PSK Conference
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• 2002.04a
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• pp.105.1-105.1
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• 2002

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.11
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• pp.5033-5043
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• 2012

The purpose of this study is to complement the problem of lecture evaluation items and to improve the lecture evaluation items to fit to original purpose of lecture evaluation to enhance the lecture's quality. For this, meanings of good teaching, lecture evaluation domains and elements of preceding study, the contents and problems of lecture evaluation tools in A college were searched, and in this foundation, an improved lecture evaluation tool was suggested. As the result of this study, important features of the improved tool are followed: First, the compositions of evaluation domains, evaluation elements, and evaluation items were reconstituted. Second, to acquire the important information for the better lecture, the items were devised according to the features of good teaching in colleges. Third, the items concerned of evaluation elements which is commonly suggested by the lecture evaluation tools of preceding study were developed. Forth, if there is the information which is required for the enhancement of the lecture quality, the items were developed though the result could not be presented in the arithmetical means. Fifth, evaluation items to improve the problems of lecture evaluation tools which had been carried out in A college were developed.

• Journal of Information Technology Applications and Management
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• v.19 no.2
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• pp.59-78
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• 2012

The purpose of this longitudinal case study is to shed light on the reliability problems of IS performance evaluation by analyzing the discrepancy between ex ante evaluation in 2011 and ex post evaluation in 2012. Through an information system development project of a public enterprise, the gap between ex ante and ex post evaluation was ascertained and the causes as to why such gap occurs and the success factors that can solve the problems were derived. The ex ante evaluation of IS performance was performed based on both IS success model and BSC model and the ex post evaluation was carried out at the time after the target system has been built up by applying the evaluation measures and process that are similar to the ex ante evaluation. In the ex ante evaluation the business performance improved by the target system was estimated to 18.2%. On the other hand, it was seen as being low at 15.2% in the ex post evaluation and the differences were found to be statistically significant in 6 out of 10 measures. The reasons as to why such gap occurs were diagnosed as being of 2 types : (1) changes in the evaluation psychology according to the differences in the evaluation objectives; and (2) excessive expectation levels of the target system that is formed at the time of the ex ante evaluation. In other words, the users who have excessive expectations tend to overestimate in the ex ante evaluation and, in the ex post evaluation, tend to underestimate lower than the actual performance mainly due to disappointment on the results that do not meet the early expectations. As solutions to overcome the reliability problem of ex ante evaluation, 3 factors were derived : (1) the temperance of excessive expectation levels of the users; (2) a clear definition of the scope and functionality of the target system; and (3) actual commitments for the evaluations of IT performance.

• Journal of Information Technology Applications and Management
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• v.15 no.1
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• pp.203-224
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• 2008

The purpose of this study is to investigate the evaluation perspectives of IT business value and empirically analyze the differences of evaluation perspectives between ex ante evaluation and post implementation evaluation, and among various information system types. 4 evaluation perspectives which have been used in the previous studies and in the field of industry practices are financial, customer, internal process, and growth, which are based on the BSC model. Data of 98 information systems have been collected from 89 companies including manufacturers, banks, insurances, and stock trading companies. As results of multi-way MANOVA test, 3 out of 8 hypothesis have been accepted statistically. While the order of importance of 4 perspectives in ex ante evaluation is customer, financial, internal process, and growth, the order of post implementation evaluation appears to be much different : that is, internal process, customer, financial, and growth. These findings provide insights for both IT practitioners and researchers.

• Research in Mathematical Education
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• v.20 no.1
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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.