• 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.

• Educational Technology International
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• v.9 no.1
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• pp.97-114
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• 2008

This research has three purposes: The first purpose is to verify whether SGRs(Student-Generated Rubrics) are effective for learner achievement in higher education or not. The second one is to analyze the agreements between an instructor's evaluations and peer group assessments with SGRs in real classroom situation. The final purpose is to propose the possibility of students' more objective self-evaluation with the use of SGRs. It appears that rubrics are effective tools to improve learner achievement in adult education and to promote the agreement between the instructor's and peer's evaluations, even though learners do not develop SGRs. In addition, this research has demonstrated that most students are not very accurate self-assessors, and they often overestimate themselves. This study can be helpful for novice instructors, especially for those who try to assess their students more fairly, to develop the SGRs as an evaluation tool appropriate for their own situation, and to give more reliable feedback to students.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.31 no.1
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• pp.68-78
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• 2023

This study aims to provide information necessary for developing a "Competency-Based Training and Evaluation Plan" for general aviation flight instructors in Korea. General aviation training experts designed a survey by selecting "Behavior Indicators" from the ICAO Flight Instructor Competency Model. This study analyses the importance of Behavioral Indicators, the level of instructor performance, and the training needs for flight instructors. According to the factor analysis, ICAO "Flight Instructor Competency Model" is found as a valid tool to measure general aviation flight instructor competencies. According to the training needs analysis, flight instructors training program needs to be improved on "Training Environment Management", "Teaching Method", and "Interaction" competencies. When compared with trainee group, flight instructors & examiners have a higher training demand for "Teaching & Learning Environment Management". This study suggests the flight instructor training program requires to be reorganized based on the competencies related to the flight instructor duties in the training environments.

• Korean Journal of Mathematics
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• v.19 no.4
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• pp.495-521
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• 2011

In this paper, the self-evaluation, the peer-evaluation and the instructor evaluation on virtual mathematics lesson have been performed. The method of checking on the given evaluation item have been used. In result, a lot of difference was shown between self-evaluation, peer-evaluation and the instructor-evaluation toward virtual mathematics lesson. Pre-service teachers were shown as lacking awareness on instructional Virtual Mathematics Lesson' evaluation. Therefore it seems that we must have the opportunity to reflect on the teaching method through a great deal of experience on self-evaluation and peer-evaluation of virtual lessons.

• Journal of the Korean Geographical Society
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• v.27
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• pp.91-105
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• 1983

• Journal of the Korea Society of Computer and Information
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• v.25 no.12
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• pp.341-347
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• 2020

In this paper, we propose to discover the certification items and to study the content system for SW education instructors, including SW education based on basic teaching-learning capabilities and Computational Thinking(CT). To this end, SW education instructor qualification were divided into three classes using methods such as prior case studies, Delphi surveys, and expert meetings, and the certification evaluation areas were divided into large areas of 'Teaching and Learning Method' and 'Software Education' reflecting primary and secondary curriculum. Sub-areas and content elements for each series were set and verified through expert Delphi survey. Such research is expected to contribute to the spread and dissemination of SW education by being used meaningfully when establishing a system that fosters SW education instructors and maintains and manages the quality of instructors.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.181-200
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• 2013

This study aimed at exploring how an instructor constructs meanings through content-based instruction (CBI) offered to pre-service teachers majoring in early childhood education. The course, early childhood mathematics education, was conducted during the spring semester in 2011. This study adopted a narrative inquiry, and data were collected through observations, interviews, and work samples. This study found that during the whole process from the preparation phase to the end-of-program evaluation, the instructor captured diverse challenging moments. During the preparation phase, she needed to have careful orchestration in designing lessons in order to overcome her feeling of pressure as a non-native speaker of English and design the integration of contents and English language learning to be truly powerful. In the phase of implementation, the lack of student motivation and building a good rapport between the instructor and the students were certainly challenges. The result of the student evaluations weakened her desire to implement CBI. The instructor incorporated diverse instructional strategies to overcome the obstacles. The instructor's experiences in this study will positively shape future educators' thinking and learning about meaningful and appropriate academic English instruction for content-area teaching of college students who were majoring in early childhood education.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2003.09a
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• pp.58-61
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• 2003

This paper proposes e-Learning environments far digital circuit experiment. The e-Learning environments are implemented as a WBT system that includes the circuits monitoring system and the students management system. In the WBT client-server system, the instructor represents the server and students represent clients. The client computers are equipped with a digital circuit training board and connected to the server on the World Wide Web. The training board consists of a Programmable Logic Device (PLD) and measuring instruments. The instructor can reconfigure the PLD with various circuit designs from the server so that students can investigate signals from the training board. The instructor can monitor the progress of the students using Joint Test Action Grouo(JTAG) technology. We implement the WBT system and a courseware fo digital circuits and evaluation the environments.

• Korean Journal of Clinical Pharmacy
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• v.23 no.3
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• pp.278-283
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• 2013

Background: Problem-based learning (PBL) has introduced as an important part of pharmacy education in Korea as it is effective method to help students gain and apply knowledge with development of problem-solving, critical-thinking, and decision-making skills. In order to provide the effective PBL, a number of trained facilitators and suitable PBL rooms are required. However, these become a barrier in Korea as most pharmacy schools have one or two faculty members who majored in clinical pharmacy. Objective: This study was performed to implement and evaluate a modified PBL in gastrointestinal (GI) pharmacotherapy class facilitated by one instructor. Methods: A general information of traditional PBL for 6 hours through 3 days is introduced before initiating GI pharmacotherapy class. After 3 hour-GI pharmacotherapy classes for 6 weeks, modified PBL was implemented with one instructor to facilitate PBL for four small groups with 19 pharmacy students simultaneously. Modified PBL was incorporated with weekly mini-case discussion and presentation. Results: Students completed 15-question survey to evaluate modified PBL course, student performance, group performance, and facilitator performance. Eighty-four percent of students answered modified PBL was helpful to understand what they have learned. Mean score in group performance was higher than that of individual performance during modified PBL course. Overall, students reported modified PBL was useful in knowledge building. Conclusion: Modified PBL model without individual group facilitators in one classroom helped students to achieve self-directed, independent learning skills in an interactive and engaging environment.

• The Korean Journal of Food And Nutrition
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• v.27 no.4
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• pp.630-640
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• 2014

The purpose of this study was to use the Kano model to compare and analyze the educational service quality attributes of domestic and foreign culinary arts schools. For this purpose, a questionnaire-based survey was completed by 312 students who were studying in domestic and foreign culinary schools. The results of the study indicated that 23 of the total 25 attributes were significantly different between domestic and foreign culinary arts school.; the "minium 4 hour-kitchen class" and "mandatory internship program" were classified into "indifferent quality" for domestic schools and a "must-be quality" for foreign schools; "well-organized internship guidebook", "kitchen class limited to 20 students", "introducing the latest food or restaurant trends", "library with the latest publications related to major", "objective instructor's evaluation", "detailed instructor's evaluation", "instructor's field experience", and "decent communication skills on the part of the instructor" attributes were classified into "attractive quality" for domestic schools and "must-be quality" for foreign schools; and "kitchen classes operated by block system", and "foreign instructors for each ethnic cuisine" attributes were classified into "indifferent" and "attractive quality" for both domestic and foreign schools, respectively. Also, according to the Better and Worse quotient designed by Timko, there were more attributes for domestic school than for foreign school that scored over 0.5 in the Better category and fewer attributes for domestic than the foreign scored over 0.5 in the Worse category. The results also indicate that, students in foreign schools receive an educational service of better quality than students in a domestic school. As a result, this research suggests significant implications to develop culinary educational services.