• The Journal of Korean Association of Computer Education
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• v.3 no.1
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• pp.143-150
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• 2000

As the society evolves into information age, new teaching and learning methods are proposed. In this paper, we design and implement an on-line quiz program for the formative evaluation of Distance Computer Education. The computer studies include many difficult concepts and those are hard to learn and the distance learning has the advantage of overcoming time and spatial limitations but it needs learner's strong motivations to study. Also, the formative evaluation may guide teachers and learners to studying course and it is necessary to prevent both users from too much load. Therefore, presenting quiz and solving it may be a better way for the formative evaluation and we design and implement a Quiz Program for the formative evaluation of Distance Computer Education. We believe that our program will improve motivation of students in Distance Computer Education

• Educational Technology International
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• v.12 no.2
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• pp.47-70
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• 2011

The purpose of this paper was to develop evaluation procedures for blended instruction, focusing on the courses that are currently offered in the university. This study analyzed current evaluation procedures and instruments and suggested redesign the evaluation process for blended instruction. The evaluation procedures are designed based on the combination of objective-oriented and consumer-oriented evaluation approaches. It includes three stages: front-end (screening), formative evaluation, and summative evaluation. During the front-end evaluation stage, information regarding students' technology skills and attitudes towards online instruction and classroom instruction are suggested to collect and plan the instructional strategies accordingly. The formative evaluation is conducted during the semester to collect students' opinions about the course and instructors modify their instruction based on the evaluation results. At the end of semester, summative evaluation is to be conducted to collect the data to improve the course. Evaluation questions and components for each stage are developed to collect the data such as students' perceptions of the course, the usefulness of online instructional materials, the effectiveness of blended learning strategies, and students' satisfaction with the course.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.527-535
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• 2016

In the information systems literature from Korea, there has not been much research on formative constructs. It is crucial to establish a proper relationship between constructs and indicators. In other words, it is fundamental to specify reflective or formative constructs in evaluating performance as closely as possible to reality, and in testing the appropriateness of a proper causal model. One purpose of this study is that, through a comprehensive literature review, reflective and formative indicators are accurately understood, and a proper specification and development methodology is applied to the information system evaluation field. In addition, this study provides a useful guideline for developing formative indicators for performance evaluation of informatization programs. The following activities were undertaken to achieve the aforementioned purposes. First, the basic theories and preceding study models on successful factors of informatization programs and performance evaluations were reviewed, and a comprehensive interdisciplinary literature review was conducted to better understand the formative constructs. Lastly, we provide a construct for performance evaluation of informatization programs and evaluation indicators, as well as guidelines for specifying them. Therefore, by systematically specifying proper constructs, future domestic researchers can develop better constructs for performance evaluation of informatization programs.

• Journal of Fisheries and Marine Sciences Education
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• v.18 no.3
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• pp.314-328
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• 2006

The purpose of this study is to establish a conceptual model of the course evaluations. in University. This paper has examined the course evaluations according to the levels, purposes, objects, and methods of them. And this paper has been classified for a conceptual model of the course evaluation. As the result of this analysis, four dimensions of course evaluation have been found. First, formative and summative evaluation have been found. The purposes of formative evaluation were improving quality of courses and collecting information for improvement of curriculum. The purposes of summative evaluation were offering informations on faculty staffing and improving of learning outcomes. Second, the levels of course evaluation were classified into university-level, professor-level, and student-level. Third, the objects of course evaluation were classified into analysis, design, development, implementation, and evaluation. Forth, the methods of course evaluation were classified into questionnaire, observation, interview, and content analysis. As a result of this analysis, 120 types of course evaluations have been found.

• Communications of Mathematical Education
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• v.31 no.4
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• pp.409-432
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• 2017

The purpose of this study is to find out the importance of process - based evaluation and to find a way to set up and operate the formative assessment which is getting attention. As one of the ways, we investigated the effect of formative assessment through student's interactive feedback on mathematics achievement and attitude of fourth grade students in elementary school. In order to conduct the study, two groups of homogeneous grades were selected. In the experimental group, formative assessment was conducted through student's interactive feedback. In comparison group, formative assessment was conducted through self - confirmation feedback. Statistical analysis of the results after the experiment showed that the formative assessment through student's interactive feedback was found to have a positive effect on the improvement of mathematics achievement. In addition, the formative assessment through student's interactive feedback positively changed the mathematics attitude. Therefore, this suggests that applicability of formative assessment through student's interactive feedback in elementary school classroom instruction, as well as implications for follow - up study for effective implementation of formative assessment.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.1
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• pp.289-299
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• 2016

The purpose of the study was to develop evaluation methods which would measure student achievement and progress without traditional paper-pencil tests such as mid-term and final examinations. More specifically, the main research focus were to establish general directions of student assessment during free semester, to build evaluation models supporting student's participation and learning, and to report and record various student evaluation results. As research results, we found that student evaluation of free semester should be organized to improve a) experience learning activity, self-regulatory and collaboratory study, b) high-order thinking ability and character-building, and c) teacher-student-parent cooperation. Since traditional paper-pencil tests were restricted in free semester, student achievement should be provided by a way of performance descriptions on transcripts rather than quantitative grade points. Student performance descriptions had to show not only subject knowledge but also students efforts, motivation, and participation. These multiple and educationally meaningful information would be collected by teacher-student-parent communication and collaboration.

• Journal of Korea Society of Digital Industry and Information Management
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• v.12 no.4
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• pp.59-69
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• 2016

We proposed a specialized model of performance measurement to measure the training performance of the trainees in cyber practical training. Cyber security professionals are cultivating their expertise, skills, and competencies through cyber practical training in specialized education and training institutions. The our proposed process of trainee evaluation is consisted of an evaluation component discovery, evaluation item selection, evaluation index catalog, ratings and criteria decision, and calculation formula. The trainee evaluation is consisted of a formative evaluation during the training and an overall evaluation after finished training. Formative evaluation includes progress evaluation and participation evaluation, and overall evaluation includes practice evaluation and learning evaluation. The evaluation is weighted according to the importance of evaluation type. Because it is evaluated actual skills and abilities, competencies are assigned a high weight, while knowledge and attitudes are assigned a low weight. If cyber security trainees are evaluated by the proposed evaluation model, cyber security professionals can be cultivated by each skill and knowledge level and can be deployed by importance of security task.

• Journal of the Korean Society of Clothing and Textiles
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• v.24 no.7
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• pp.976-986
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• 2000

The purpose of this study is to clarify the relationship between the visual sensibility and the decorative design of clothing. 41 kinds of costume samples have been selected from photographs in fashion magazines under detail and trimming, and divided into three types according to line, shape, and form. I have measured these images by using Semantic Differential method. The obtained data were analyzed by factor analysis ANOVA, discriminant analysis, regression analysis and MDS. The results of analysis are as follow; 1. Factor analysis has extracted five factors which consist of decorative design sensibility. These factors are Attractiveness, Hardness and Softness, Rhythm, Decorativeness, Cuteness. 2. There were significant differences in visual evaluation of decorative design and demographics 3. The discrimination among formative designs was closely related to decorative image, especially between line and form. 4. The Image effect on Preference, Buying needs, Riches and Pleasant was consist of complicated sensibility. 5. Evaluative dimensions of decorative design were identified by Simple-Complicated, Cubic -Plane perceptive image differed in degree of similarity in spite of same formative design.

• Journal of Engineering Education Research
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• v.17 no.1
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• pp.42-49
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• 2014

The main purposes of this study was to develop evaluation model, which provides program educational objectives(PEO) evaluation research with guidances on how to evaluate the program educational objectives and procedures in order to enhance the quality of engineering education. Educational objective evaluation is reciprocal processes that depend on and affect one another. Thus, the evaluation component deals with how to identify members' strengths, weakness, and needs, how to assess and improve the effectiveness of curriculum programs, and how to provide data that assist in decision making. After literature reviews about the case studies on the program educational objectives evaluation, this study, to understand the meaning of education evaluation and the engineering accreditation, and then, examined the evaluation model for program educational objectives. This study suggested evaluation components of program educational objectives. In particular, the distinctions between diagnostic, formative, and summative evaluation are discussed. The result of this study is significant in terms of guiding the future evaluation model development for program educational objectives.

• Journal of the Korean Society of Clothing and Textiles
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• v.22 no.8
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• pp.1001-1010
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• 1998

The purpose of this study was to investigate the images and characteristic formative elements of Korean traditional patterns. The Korean pattern image could be interpreted into visual elements of design based on the images, the characteristic formative elements of Korean traditional patterns, and their relationships. Fourteen patterns selected from 5 groups of Korean patterns were used as stimuli. An image evaluation using a 2-point sementica scale of 19 bipolar adjectives, and an impression evaluation of which results were presented by visual drawing using lines and shapes were carried out. The data were analyzed by correspondence analysis and cluster analysis. The major findings are as follows; 1. Fourteen patterns and 19 adjectives were marked on a perception map composed of two (x and y-) axes. The bipoles of x- and y axes were soft-hard and splendid-artless, respectively. 2. Four clusters semerged to account for the dimensional sturucture of 14 patterns and 19 adjectives. These were splendid image, soft image, individualistic image, and sophisticated image. However there was no pattern which belonged to the cluster, sophisticated image. The Korean pattern image was founded to be better related to the kind of patterns than the type of patterns. 3. The characteristic formative elements obtained from the impression test were contour of motif, repeated line or shape, various curved lines, and decorative elements. 4. The splendid image was related to Bongwhang patterns and detailed line and complexity. The individualistic image was related to the abstractive form of Bongwhang pattern and the decorative form of Cloud pattern both of which have the characteristics of point-symmetry and abstraction, and Turtle-back pattern. In this case, the related charac-teristic formative element was identified to be repeated lines. The soft image was related to Moran, Cloud, and Taegeuk patterns. The related characteristic elements were various types of curved lines, decorative elements, and rounded contours.