• Nuclear Engineering and Technology
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• v.46 no.1
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• pp.81-92
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• 2014

This study suggests 5 evaluation criteria (safety and technology, environmental impact, economic feasibility, social factors, and institutional factors) and 24 evaluation indicators for a NFC (nuclear fuel cycle) derived using factor analysis. To do so, a survey using 1 on 1 interview was given to nuclear energy experts and local residents who live near nuclear power plants. In addition, by conducting a factor analysis, homogeneous evaluation indicators were grouped with the same evaluation criteria, and unnecessary evaluation criteria and evaluation indicators were dropped out. As a result of analyzing the weight of evaluation criteria with the sample of nuclear power experts and the general public, both sides recognized safety as the most important evaluation criterion, and the social factors such as public acceptance appeared to be ranked as more important evaluation criteria by the nuclear energy experts than the general public.

• Journal of Gifted/Talented Education
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• v.23 no.2
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• pp.193-213
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• 2013

The purpose of this study was to develop and validate the evaluation criteria for gifted curriculum in visual arts. For this purpose, a draft of evaluation criteria for gifted curriculum in arts were first developed through literature review and opinions of experts in educational assessment, gifted education, visual art education. Then, the Delphi method was employed to validate the evaluation criteria. Delphi survey was carried out twice with 30 panelists consisting of experts in educational assessment, experts in gifted education, experts in arts(gifted) education and administrators in gifted education. Delphi survey was analyzed using the mean, content validity ratio, and the degree of consensus. Results were as followed. First, 58 evaluation criteria for gifted curriculum in arts were developed through literature review and expert opinions. The evaluation criteria included 12 context evaluation criteria, 25 input evaluation criteria, 12 process evaluation criteria, and 9 product evaluation criteria. Second, through the first and second Delphi survey, 2 evaluation criteria were not validated and finally were removed. The final evaluation criteria included 12 context evaluation criteria, 25 input evaluation criteria, 10 process evaluation criteria, and 9 product evaluation criteria. The evaluation criteria developed by this study can be used as a standard to establish the institution assessment system at the national level and evaluate institutions and programs.

• The Korean Journal of Community Living Science
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• v.26 no.1
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• pp.145-154
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• 2015

This study examines the effects of evaluation criteria for natural cosmetics on purchase and word-of-mouth intentions according to the LOHAS class. A survey was conducted from Feb. 2 to 17, 2013 and a total of 410 responses were analyzed using SPSS 18.0. The results of this study are described below. First, evaluation criteria for natural cosmetics had four dimensions - practical, aesthetic, promotional, and social criteria. Second, for the upper LOHAS class, all four dimensions of evaluation criteria for natural cosmetics were important relative to the middle and lower classes. Third, for the upper and middle LOHAS classes, purchase intentions were influenced by practical criteria. However, evaluation criteria had no effect for the lower LOHAS class. Fourth, the upper LOHAS class considered practical criteria, the middle LOHAS class considered practical and social criteria, and the lower LOHAS class considered aesthetic criteria, As a result, word-of-mouth intentions were influenced by evaluation criteria for natural cosmetics.

• The Journal of Advanced Prosthodontics
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• v.6 no.5
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• pp.325-332
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• 2014

PURPOSE. The aim of this review was to analyze the evaluation criteria on mandibular implant overdentures through a systematic review and suggest standardized evaluation criteria. MATERIALS AND METHODS. A systematic literature search was conducted by PubMed search strategy and hand-searching of relevant journals from included studies considering inclusion and exclusion criteria. Randomized clinical trials (RCT) and clinical trial studies comparing attachment systems on mandibular implant overdentures until December, 2011 were selected. Twenty nine studies were finally selected and the data about evaluation methods were collected. RESULTS. Evaluation criteria could be classified into 4 groups (implant survival, peri-implant tissue evaluation, prosthetic evaluation, and patient satisfaction). Among 29 studies, 21 studies presented implant survival rate, while any studies reporting implant failure did not present cumulative implant survival rate. Seventeen studies evaluating peri-implant tissue status presented following items as evaluation criteria; marginal bone level (14), plaque Index (13), probing depth (8), bleeding index (8), attachment gingiva level (8), gingival index (6), amount of keratinized gingiva (1). Eighteen studies evaluating prosthetic maintenance and complication also presented following items as evaluation criteria; loose matrix (17), female detachment (15), denture fracture (15), denture relining (14), abutment fracture (14), abutment screw loosening (11), and occlusal adjustment (9). Atypical questionnaire (9), Visual analog scales (VAS) (4), and Oral Health Impact Profile (OHIP) (1) were used as the format of criteria to evaluate patients satisfaction in 14 studies. CONCLUSION. For evaluation of implant overdenture, it is necessary to include cumulative survival rate for implant evaluation. It is suggested that peri-implant tissue evaluation criteria include marginal bone level, plaque index, bleeding index, probing depth, and attached gingiva level. It is also suggested that prosthetic evaluation criteria include loose matrix, female detachment, denture fracture, denture relining, abutment fracture, abutment screw loosening, and occlusal adjustment. Finally standardized criteria like OHIP-EDENT or VAS are required for patient satisfaction.

• Journal of Information Technology Services
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• v.16 no.4
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• pp.161-176
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• 2017

Recently, most of the users can easily get access to a variety of information sources about companies, products, and services through online channels. Therefore, the online user evaluations are becoming the most powerful tool to generate word of mouth. The user's evaluation is provided in two forms, quantitative rating and review text. The rating is then divided into an overall rating and a detailed rating according to various evaluation criteria. However, since it is a burden for the reviewer to complete all required ratings for each evaluation criteria, so most of the sites requested only mandatory inputs for overall rating and optional inputs for other evaluation criteria. In fact, many users input only the ratings for some of the evaluation criteria and the percentage of missed ratings for each criteria is about 40%. As these missed ratings are the missing values in each criteria, the simple average calculation by ignoring the average 40% of the missed ratings can sufficiently distort the actual phenomenon. Therefore, in this study, we propose a methodology to predict the rating for the missed values of each criteria by analyzing user's evaluation information included the overall rating and text review for each criteria. The experiments were conducted on 207,968 evaluations collected from the actual hotel evaluation site. As a result, it was confirmed that the prediction accuracy of the detailed criteria ratings by the proposed methodology was much higher than the existing average-based method.

• The Journal of Korean Association of Computer Education
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• v.12 no.3
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• pp.1-10
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• 2009

Evaluation criteria of 'Inquiry' for subjects related to information and computer in Vocational Education Section are four and not specified. The purpose of this study is to develope evaluation criteria of 'Inquiry' for subjects related to information and computer in vocational education section. To design evaluation criteria of 'Inquiry', this paper analyzed college entrance tests and performance capabilities of computing graduating. This paper investigated the validity of the contents as judged by a panel of experts. 'Inquiry' was classified 'Analysis', 'Synthesis' and 'Evaluation'. This paper developed three evaluation criteria for 'Analysis', six evaluation criteria for 'Synthesis' and two evaluation criteria for 'Evaluation' with sample evaluation tool.

• Journal of the Korea Institute of Military Science and Technology
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• v.19 no.5
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• pp.613-617
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• 2016

Development-concerned parties, business managers and test evaluators have experienced conflicts among themselves due to the absence of standardized criteria for military electro-optical(EO) and infrared(IR) devices in test evaluation planning and evaluation phases. Therefore, establishment of objectified test and evaluation criteria for EO/IR devices is required. This paper applies South Korea's weather measurement average of minimum 15 km for visibility range, 3 bar from Johnson criteria for EO device and 4 bar from NATO's STANAG-4347 for IR device for target type, and 50 % probability for evaluation criteria, respectively. Based upon these criteria, this paper will establish suitable criteria that are improved for development weapon system in consideration of required capability of demanding forces and field environment.

• Journal of Engineering Education Research
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• v.14 no.6
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• pp.31-40
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• 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.

• International Journal of Advanced Culture Technology
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• v.8 no.1
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• pp.113-119
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• 2020

Development of forest garden for city dwellers utilizing green space within urban area is nowadays highly regarded as a means to invigorate city and to raise living standard for city dwellers. Thus, development of forest garden has become pressing and important agenda for city governments. Promoting forest garden to solve many environmental and social issues city governments face today requires evaluation criteria to determine whether target green space is suitable to serve as forest garden. In this respect, we believe that evaluation of values of forest garden from previous studies can serve as foundation for developing evaluation index for forest garden. Thus, we aimed to develop evaluation criteria for values of forest garden. First, various evaluation criteria collected from previous studies were assessed by expert groups. Then, the result was studied through AHP technique and we developed evaluation criteria for forest garden based on such result. Especially, evaluation criteria were divided into main and sub-levels for more detailed and precise evaluation system.

• Journal of Engineering Education Research
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• v.15 no.4
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• pp.76-84
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• 2012

The purpose of this study is to develop an evaluation criteria for students' portfolios in an annual intramural contest. To accomplish the purpose, evaluation categories and their questions were developed after previous literature, ABEEK's evaluation guidelines, and eight Universities' evaluation forms were analyzed. Furthermore, experts' validity tests were completed by showing that the evaluation criteria form was validated with a mean score of 4.24. Also, the inter-rater reliability was turned out with a high score of .86. The interview results by evaluators of students' portfolios made the final version of evaluation criteria form include five evaluation criteria categories and their allotted score portions: overall organization(40), personal information(15), certificates and awards(5), curriculum(15), and extra-curriculum(15). The importance of overall organization was discussed from the perspectives of teachers as well as students.