• The Journal of the Korea Contents Association
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• v.10 no.7
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• pp.438-448
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• 2010

This study is aimed for a scale of assessing the work performance, educational operations, and so on of preschool teachers by the peers. It has been previously discussed the studies of scale assesment of preschool teachers, however, the scale assesment had been a self-assesment or a transitory assesment by the senior teachers and principals only. This study is developed to assess the preschool teachers through the peer- teachers. Peer-assesment has strong points that to assess the teachers constantly can be more accurate, the assessment result can be used as the basic material for peer scholarship, and it can give the preschool teachers an opportunity to be recognised on tasks. There are 51 questions are developed to assess the peers. 9 sections total; 1) 6 questions on body human nature 2) 6 questions on view on career 3) 3 questions on self-development 4) 4 questions on curriculum planing 5) 12 questions on administering and managing 6) 6 questions on understanding children 7) 4 questions on managing a class 8) 7 questions on work performance 9) 3 questions on teaching practice. Each section is surveyed by 150 preschool teachers, and the all questions are analysed statistically appropriate of a scale(validity of contents, validity of surveyors, inter-item consistency) and appropriate of each section. It is known this peer assesment of preschool teachers is an appropriate scale.

• 한국신재생에너지학회:학술대회논문집
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• 2009.11a
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• pp.281-284
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• 2009

본 연구의 주요 목적은 정부에서 추진하고 있는 신재생에너지 보급정책의 현재까지의 성과를 분석하고, 장애요인을 파악하여 개선방안을 제시하는 데에 있다. 따라서 보급정책의 하위 프로그램들의 정성적 평가를 위하여 미국 DOE(Department of Energy) 산하 EERE(Energy Efficiency and Renewable Energy)에서 제시하고 있는 Peer Review Guide(2004)를 따라 외부동료평가(Peer Review)를 사용하였다. 그러나, 미국 EERE에서 제시하고 있는 가이드를 한국에 곧바로 적용함에는 무리가 있기에, 하위프로그램들의 외부동료평가를 실시하기에 앞서서 외부동료평가 설문 평가속성 결정을 위해 전문가 설문을 한 차례 더 진행하였다. 첫 번째 전문가 설문에서는 투입요소의 적정성 (Quality), 생산성 (Productivity), 성취도 (Accomplishments), 연계성(Relevance), 관리 (Management), 전체적 평가 (Overall Assesment) 항목 중 어떠한 항목을 선택해야 하는지, 국문 번역이 적절한지 등을 살펴보았다. 두 번째 설문에서는 이렇게 해서 선정된 항목을 바탕으로 각 프로그램 별로 Peer Review Guide에서 제시한 외부동료평가를 시행할 예정이다.

• Korean Journal of Cognitive Science
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• v.29 no.2
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• pp.85-104
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• 2018

Peer assessment in educational setting, refers to activities in which students provide grades or comments on other students' accomplishments such as writing, presentation, or performances. In case of writing, peer assessment can allow instructors to give out more writing assignments, which were often avoided because of the burden of grading. Moreover, grading other students' writing can enhance learning by having students participate in the assessment process. This review will introduce major peer assessment systems and results from empirical studies on peer assessment, examine obstacles to its more wide-spread use, and discuss topics for further research. We hope this paper will facilitate further studies and use of peer assessment in actual educational settings, and eventually lead to many changes in assessment and teaching in Korea.

• Journal of the Korean Home Economics Association
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• v.33 no.6
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• pp.225-244
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• 1995

The purpose of this study is to see difference based on age, sex, sociometric ststus for perceived competence of children and difference about perception of responsibilities degree of parents of these children. the content of study as follows. 1. How is the difference about perceived competence of children based on age, sex, sociometric status. 2. How is the difference about perception of responsibilities of children based on age, sex, sociometric status. 3. How is the relationship between father and mother. The subject of this study is children and their parents of 126 persons of the third grade, sixth grade of S elementary school, the second grade of S middle school, the second grade of S girls' middle school which are located in Pusan city. This study used a peer nomination among sociometric assesment method as sociolity assessment means, self-perception profile for children of Harter(1985) as perceived competence assessment means of children and used self-perception profile for children which amends fits for parents. the collected data are managed by SPSS/PC+ program. We analyze three-way ANOVA to verify study question No, one, two, analyze t-verification and Pearson's product moment correlations to verify study question No. three. The result of this study as follows. First, in investigating difference about perceived compretence of children based on age, sex, sociometric status, we can see that children perceive high, self-ability for low ages. Also, boys than girls, popular children than rejected children, neglected children perceive high self-ability. Second, in investigating difference about perception of responsibilities of children based on age, sex, sociometric status, we can see that mother perceive responsibilities in learning sphere, exercise sphere, the whole self-value sphere and father perceive responsibility only in social sphere. Third, in investigating relation between perception of responsibilities of father and mother, this shows that difference between perception of responsibilities of father and mother is not showed ane have (+) interrelation of r=.46(P<.001) between perception of responsibilities of father and perception of responsibilities of mother.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.25 no.3
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• pp.142-155
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• 2014

Objectives : The aim of this study was to develop an assessment tool for measurement of children's functioning in the mental health service. We conducted a preliminary study to develop a sensitive and inclusive scale focused on the functional changes of children rather than just focusing on their symptoms or screening. Methods : The Child and Adolescent Functional Assessment Scale and the Korean-Child Behavior Checklist (K-CBCL) were both administered to 134 parents of children with emotional or behavioral problems who participated in the Aizone program and also to 186 parents of elementary school children in the Seoul metropolitan area as a control group. SPSS version 12.0 was used for statistical analysis. Results : Most of the reliability coefficients were over 0.70 except those of the conduct behavior items, which showed relatively high internal consistency. The corrected item-total correlations ranged from .411 to 758, except those of conduct behavior items and special measure items. In a concurrent validity test with K-CBCL, the total behavior problem score of K-CBCL was highly correlated with the total score of the Child and Adolescent Functional Assesment Scale (r=.610). For the construct validity, confirmatory factor analysis was performed for each of four areas, including behavior (at home/school), achievement, peer relationship, and emotion. Conclusion : The results showed that the scale was statistically reliable and valid, except for conduct behavior items. This study was conducted only for parents with elementary children. An adolescents group should be included in future studies.

• 대한공업교육학회지
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• v.38 no.1
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• pp.163-194
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• 2013

This study aims at giving examples that can be applied in the real education field, and it develops theme-based integrative education program for Industrial Specialized high school students. It analyzed the models of many scholars about the development of education course, and devised developmental models and procedures of the theme-based integrative education program of engineering specialized high school from those. As a result, it used and reorganized ADDIE model which is the systematic education course development model and the theme-based integrative education development model of Frazee and Rudnitski(1995) as the basic structure, and came to devise theme-based integrative education program of engineering specialized high school while referring to creative engineering design education program development model by Lee Chang-hoon. This study that is theme-based integrative education program for engineering-specialized high school students and is the result of this study has the following characters. First, This theme-based integrative education program that is developed for engineering-specialized high school students can be applied and the initial example that approach the Theme-Based. Second, This Education Program included the Activity project that is "Making Maglev" for the third grade at the engineering-specialized high school and One of the Program's aim is to bring up their attitude that engaged to in the class having the Interest. Third, Theme-based integrative education program for engineering-specialized high school is composed the workbook for the students and the teaching guidance plan for the teachers. Workbook for the students is composed four Units;"Brief about the Maglev","Basic principles about the Maglev","Intensive principles about the Maglev", Activity project about the Maglev". And each unit is made by Learning Purpose, Introducing, Learning Contents(Deepen Learning, Reading Magazines), Assesment etc. Teaching guidance plan for the teachers include that Summary, Purpose, Time Planing & Streaming Map for the class, contents associated Maglev, prerequisite learning, constructure of the education program, flow chart, learning activity, assesment(self-appraiser and peer review).

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.771-797
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• 2015

The purpose of this study was to assess musically gifted students'needs in order to develop the gifted curriculum in music. The survey was carried out with 103 musically gifted students who are being educated in institutes for the gifted. The survey asked the needs about components of the gifted curriculum in music: the educational objectives, contents, teaching strategies, evaluation as well as educational environment influencing on the curriculum. As for the objectives, the result showed the highest needs was the ability to communicate with audience by expressing one's feeling. For the high school students, a large number items had significant differences between the necessary level and the current level. As for the contents, the highest needs were the class piano, second instrument, and the experience of the musical field. High school students needed the second instrument more than middle school students did. As for the teaching strategies, the highest needs were the autonomous choice by learners, the instruction pursuing learners' interests, and the field work. As for the evaluation, the highest needs were the peer evaluation and the evaluation on the collaborative performance or team work. As for the educational environment, the gifted in music strongly needed spaces to practice instruments. Additionally, high school students needed a space to perform like a concert hall. Thus the gifted curriculum in music must be thoroughly developed based on the result above.