• Journal of Engineering Education Research
• /
• v.11 no.1
• /
• pp.76-84
• /
• 2008

The purposes of the study were to identify the concept of teaching portfolios, learning portfolios, and its contents and to investigate the foreign universities' application of teaching and learning portfolios on their professorship and teaching achievement evaluation. To have rationale for the study, literature review and data collection methodology were hired. The concept of teaching and learning portfolios have been used in many ways of meaning as well as in multiple approach in teaching-learning processes. The selected ten foreign universities have had teaching and learning portfolios on their professorship and teaching achievement evaluation as a way of promotion and or incentives to employment decisions. On the other hand, domestic universities do not have the system yet, or they are launching it to enact with infusing engineering program. It is also proposed that to improve the quality of the education program, learning portfolios should be used much more than lecture plan used. Learning portfolios should be developed by learners to coping with the teaching portfolio in all teaching and learning processes.

• Journal of the Korea Society of Computer and Information
• /
• v.13 no.5
• /
• pp.37-44
• /
• 2008

In recent years, e-portfolios and webfolios have been highly vaunted as the next great innovation in education. Hundreds of academic institutions are variously studying, using, or innovating e-portfolio systems. Despite the presumed goodness of e-portfolios, some problems remain. In this paper we review the existing e-portfolio management systems, and propose and implement a novel system to overcome the limits of the existing e-portfolio management systems. The propose e-portfolio management system has a structure of competition with others. All of the student's activities are accomplished and preserved within the same personal web space like a blog with mutual engagements and recommendations.

• Research in Mathematical Education
• /
• v.14 no.3
• /
• pp.281-297
• /
• 2010

This paper pretends to study the potentialities of feedback, particularly in the development of a written report in two phases and in portfolio; and the main difficulties that teachers has to face concerning this assessment practice. Through a meta-analysis concerning different studies, it is possible to say that oral or written feedback, intentionally provided to students of several ages, may enable them to develop their self-assessment capacity and to get close of the expected product. However, the type of student and his or her perceptions may influence the effectiveness of feedback. Even for experience teachers, this practice maintains complex.

• Journal of Korean Home Economics Education Association
• /
• v.24 no.3
• /
• pp.225-239
• /
• 2012

The purpose of this study was to develope and implement a teaching learning process plan applied with portfolio assessment for 'housing and residential environment' section of Technology Home Economics in a middle school. The teaching learning process plan consisting of 8-session lessons had been developed and implemented according to the ADDIE model mixed with 6 portfolio-development stages. In the development stage, 19 activity materials(5 reading texts, 6 individual and 2 group activity sheets, and 3 subject activity sheets) and 27 teaching learning materials(8 sets of pictures & photos and 19 moving pictures) were developed for the 8-session lessons. The plans applied to 2 classes 74 students in the third grade of K middle school in Gyeonggi-do during May 16th-17th of June, 2011. The results from survey and portfolio showed that the 8-session lessons had overall achieved the general goal of the teaching learning process plan applied with portfolio assessment, which was to stimulate students in the class through working with portfolio elements of activity materials. The students evaluated the whole process of 8 lessons were adequate and helpful. Students also reported they highly accomplished the goal of each lesson and actively participated in the lesson. The 3 subject activity sheets as well as other materials in the portfolio were excellently done with the average of over 90% points. These results supported that a teaching learning process plan applied with portfolio assessment was a combined lesson with evaluation and also an alternative to qualitative evaluation over the whole units. This plan might apply to other parts of housing as well as various other areas.

• Research in Mathematical Education
• /
• v.1 no.1
• /
• pp.23-34
• /
• 1997

For the balanced realization of these values of mathematical culture, we need to innovate mathematics classrooms, for which we need to make use of portfolio assessment. First, portfolio assessment can be regarded as a method of synthesizing a variety of resources for systematic evaluation. Second, portfolio assessment can be used as a tool of building up learners' positive attitude toward mathematics, by which we can identify the latent possibility of learners' development and help them develop confidence in mathematics. Third, portfolio assessment can play an important role as a tool for exploring the method of teaching and learning in which learners recognize the value of mathematics and are interested in mathematical activities, as we have seen in the report on the Gulliver's Travels Project.

• School Mathematics
• /
• v.16 no.3
• /
• pp.567-584
• /
• 2014

Recently professional development of teaching competence is emphasized for mathematics teachers. It is necessary to teaching experience in pre-service mathematics teacher for development of teaching competence. It need to systematic self-reflection and improvement in instruction performance for development of teaching competence of pre-service mathematics teacher. That is, Theory of teaching practice for reflect thinking and practical knowledge of teaching and systemic guidance on theory and practice of teaching practice. Therefore, the aim of this study is to develop an component and application procedure of Teaching and Learning portfolio for improvement teaching component of pre-service mathematics teacher. It is effective in improving teaching component of pre-service mathematics teacher after make Teaching and Learning portfolio for improvement teaching component.

• Journal of Engineering Education Research
• /
• v.3 no.2
• /
• pp.71-83
• /
• 2000

Portfolio are emerging as a prominent type of alternative assessment. Portfolio assessment is becoming increasingly clear that this method of collecting and evaluating student work over time has significant advantages over more conventional approaches to assessment. So the purposes of the study were to review the concepts and steps for planning and implementing portfolio assessment in engineering education. In education, portfolio can be defined as a purposeful, systematic, reflective process of collecting and evaluating student products to document progress toward the attaintment of learning targets. Four steps for planning and implementing portfolio assessment in engineering education were suggested as follows: 1) determine purpose 2) determine sources of content, 3) teacher evaluation of contents and student self-evaluation, 4) using of portfolio.

• Journal of Korean Elementary Science Education
• /
• v.17 no.1
• /
• pp.11-21
• /
• 1998

Portfolio assessment provides many opportunities to foster children's creativity and to increase their responsibility for learning. few research study has been conducted in this area, and this assessment method has scarcely been administered in primary science class, Proper and effective use of portfolio assessment in our primary science class requires basic research on how to design and administer the method. Based on the earlier study on typical structures and components of portfolio assessment, the assessment instrument was developed on various primary science topics, The development team was consisted of one science education specialist and nine pre-service elementary school teachers. It takes ten months to develop instruments for 27 class hours. The development process was reciprocal in that development and revision cycle was repeated more than 7 times. The portfolio assessment instruments consist of instructional objectives, developers' evidence for the objectives, and assessment criteria. Adopting a new way of assessment into science class inevitably causes lots of confusions to teachers and children. The absence of basic research studies must be a critical barrier for successful administration of a new assessment method such as portfolio assessment. further research is required in the preparation and administration of portfolio assessment in our primary science classroom.

• Journal of Korean Elementary Science Education
• /
• v.26 no.4
• /
• pp.372-384
• /
• 2007

The purposes of this study was to analyze qualitatively changes in students' experience and perceptions in relation to studying science using portfolios and any resultant effects on the portfolio itself. Five fourth-grade elementary students from one small city participated in this study. Data was collected through interviews as well as through student portfolios containing the science content matter of two units over two weeks. Observational diaries recorded by a teacher were also used to test the reliability of data collection. All interviews with students were transcribed to develop a suitable network to categorize students' responses. Students' portfolios were analyzed in order to reveal their essential characteristics in combination with their teacher's observational diaries. The results were as follows. First, student perceptions of their portfolios were categorized into three different levels; superficial, extended, and moderate perceptions. The changes in perception could also be divided into three levels; consistent-superficial, unstable, and a progressive-extended pattern. Second, the experience of students with their portfolio were investigated in terms of the following; successfully completing the elements of the portfolio, development of evidence, interaction with peers, teachers, and parents, and the standards of evaluation used for the portfolios. Third, the perceptions and experience of working on the portfolio by students had a number of direct effects on the way in which students actually created and developed their portfolios. Finally, students with positive attitudes towards their portfolios actively participated in the portfolio experience and finally understood what it meant completely. However, students with negative attitudes regarding portfolio based work, did not leave the experience with any heightened awareness of the utility or indeed, purpose of portfolio based work.

• Journal of Intelligence and Information Systems
• /
• v.23 no.4
• /
• pp.127-146
• /
• 2017

Services using artificial intelligence have begun to emerge in daily life. Artificial intelligence is applied to products in consumer electronics and communications such as artificial intelligence refrigerators and speakers. In the financial sector, using Kensho's artificial intelligence technology, the process of the stock trading system in Goldman Sachs was improved. For example, two stock traders could handle the work of 600 stock traders and the analytical work for 15 people for 4weeks could be processed in 5 minutes. Especially, big data analysis through machine learning among artificial intelligence fields is actively applied throughout the financial industry. The stock market analysis and investment modeling through machine learning theory are also actively studied. The limits of linearity problem existing in financial time series studies are overcome by using machine learning theory such as artificial intelligence prediction model. The study of quantitative financial data based on the past stock market-related numerical data is widely performed using artificial intelligence to forecast future movements of stock price or indices. Various other studies have been conducted to predict the future direction of the market or the stock price of companies by learning based on a large amount of text data such as various news and comments related to the stock market. Investing on commodity asset, one of alternative assets, is usually used for enhancing the stability and safety of traditional stock and bond asset portfolio. There are relatively few researches on the investment model about commodity asset than mainstream assets like equity and bond. Recently machine learning techniques are widely applied on financial world, especially on stock and bond investment model and it makes better trading model on this field and makes the change on the whole financial area. In this study we made investment model using Support Vector Machine among the machine learning models. There are some researches on commodity asset focusing on the price prediction of the specific commodity but it is hard to find the researches about investment model of commodity as asset allocation using machine learning model. We propose a method of forecasting four major commodity indices, portfolio made of commodity futures, and individual commodity futures, using SVM model. The four major commodity indices are Goldman Sachs Commodity Index(GSCI), Dow Jones UBS Commodity Index(DJUI), Thomson Reuters/Core Commodity CRB Index(TRCI), and Rogers International Commodity Index(RI). We selected each two individual futures among three sectors as energy, agriculture, and metals that are actively traded on CME market and have enough liquidity. They are Crude Oil, Natural Gas, Corn, Wheat, Gold and Silver Futures. We made the equally weighted portfolio with six commodity futures for comparing with other commodity indices. We set the 19 macroeconomic indicators including stock market indices, exports & imports trade data, labor market data, and composite leading indicators as the input data of the model because commodity asset is very closely related with the macroeconomic activities. They are 14 US economic indicators, two Chinese economic indicators and two Korean economic indicators. Data period is from January 1990 to May 2017. We set the former 195 monthly data as training data and the latter 125 monthly data as test data. In this study, we verified that the performance of the equally weighted commodity futures portfolio rebalanced by the SVM model is better than that of other commodity indices. The prediction accuracy of the model for the commodity indices does not exceed 50% regardless of the SVM kernel function. On the other hand, the prediction accuracy of equally weighted commodity futures portfolio is 53%. The prediction accuracy of the individual commodity futures model is better than that of commodity indices model especially in agriculture and metal sectors. The individual commodity futures portfolio excluding the energy sector has outperformed the three sectors covered by individual commodity futures portfolio. In order to verify the validity of the model, it is judged that the analysis results should be similar despite variations in data period. So we also examined the odd numbered year data as training data and the even numbered year data as test data and we confirmed that the analysis results are similar. As a result, when we allocate commodity assets to traditional portfolio composed of stock, bond, and cash, we can get more effective investment performance not by investing commodity indices but by investing commodity futures. Especially we can get better performance by rebalanced commodity futures portfolio designed by SVM model.