• Journal of The Korean Association of Information Education
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• v.8 no.1
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• pp.125-137
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• 2004

This research presents a performance assessment system of which the purpose is to increase the effectiveness of the instruction and learning through the on-the-job superintendent of the instructor, the self-directed learning of the learner, and the interaction between instructors and students. The presented performance assessment system applies the problem-based situated learning of the web-based performance assessment to the production, the execution, the assessment, and the transmission of the test. For the effective administration and learning in the school, we applies the Problem-Based Learning of constructivism and the web-based situated learning of the learning community to the system design. The production of the web-based performance assessment shows that the problem-based and self-directed learning of the assessment are achieved through the web-based automatic production of the performance assessment, and the contextual learning by case-based learning is performed by the production of the template of the performance assessment.

• Journal of the Korea Safety Management & Science
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• v.23 no.1
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• pp.57-64
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• 2021

Recently, advanced countries assessment the risk of fire to prevent large-scale damage to high-rise buildings, In addition, performance-Based design, which is a fire risk assessment, is being conducted in Korea to prevent massive damage to high-rise buildings. However, unlike advanced countries, fire risk assessment in Korea is subject to fire risk assessment only for objects subject to consent from fire-fighting facilities such as building permits, When building engineers and fire-fighting engineers assessment the risk of fire, It has always been discussed because the results vary depending on which part of the evaluation is focused between economic feasibility and safety. Therefore, in this study, we would like to propose a fire risk assessment process suitable for domestic conditions by comparing the process of performance-based design, which is a domestic fire risk assessment, and the process of Iso/TC 16732 which is an overseas fire risk assessment.

• International conference on construction engineering and project management
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• 2013.01a
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• pp.267-273
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• 2013

Early design phase energy modeling is used to provide the design team with first order of magnitude feedback about the impact of various building configurations. For better energy-conscious and sustainable building design and operation, the construction of BIM data interoperability for energy performance assessment in the early design phase is important. The purpose of this study is to suggest construction of BIM data interoperability for energy performance assessment based on BIM. To archive this purpose, the authors have investigated advantage of BIM-based energy performance assessment through comparison with traditional energy performance assessment and suggested requirement for construction of open BIM environment such as BIM data creation, BIM data software practical use, BIM data application and verification. In addition, the authors have suggested BIM data interoperability and BIM energy property mapping method focused on materials.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.29-39
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• 2013

The purpose of this study is to analyze middle school teachers' concern about and implementation degree of performance assessment in China. The research questions are as follows: First, what kind of concern is held by middle school teachers who implement performance assessment? Second, is there any significant difference in stages of concern the teachers on performance assessment according to their gender, education level and teaching career? Third, which level of use is shown by middle school teachers who implement performance assessment? Fourth, what is the correlation between middle school teachers' Stages of Concern and Levels of Use on performance assessment? This study was conducted based on a Concerns-Based Adoption Model (Hall, 1973; CBAM) that viewed teachers as the most primary factor of the execution of innovation, in this case, performance assessment. Performance assessment is assessment based on observation and judgement (Stiggins, 1994), and require test takers to complete a process or produce a product in a context that closely resembles real-life situations. The subjects of this study were randomly sampled from 120 middle school teachers throughout Bei-Jing, China. The questionnaires were distributed to them by mail, and they were asked to return their questionnaire by mail. The collect data were analyzed by SPSS/WIN 18.0 program in terms of frequency, correlation, or MANOVA. Frequency analysis was used to analyze concern of middle school teachers on performance assessment. To gain an frequency of the individuals in each stage, we regarded the stage in which a teacher had his/her highest score as his/her relevant stage. Correlation analysis was adopted to identify the correlation between teachers' stage of concern and level of use. To analyze the difference of the concern of China middle school teachers on performance assessment according to their individual background variables such as gender, education level, and teaching career, MANOVA was performed.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.549-560
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• 2005

Web-based distance teacher training should focus on increasing self-directed problem solving skills of trainers by problem-based instruction(PBL). Performance assessment evaluates achievement of learning goals through the practical performance learning to solve problems in the real situation. This study proposes a web-based performance assessment model for the distance teacher training. It reflects fairness and objectiveness issues of performance assessment which elementary teachers are concerned about through the survey on distance teacher training, and relieves instructors from overload of managing and scoring performance tests. The proposed model provides problem-based learning situations, interactions between individuals and groups, and web-based cooperative evaluation and the peer evaluation.

• Quality Improvement in Health Care
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• v.22 no.1
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• pp.11-26
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• 2016

The Organization for Economic Cooperation and Development, which has continuously evaluated the performance of healthcare systems, has recently invested much effort into hospital performance measurement. The purpose of this paper is to introduce the hospital performance measurement programs operated by international organizations or at the national level based on the OECD's hospital performance project. Health Insurance Review & Assessment service (HIRA)'s quality assessment was analyzed based on the analytical framework of the OECD's hospital performance project. The hospital performance measurement programs of WHO, Canada, Australia, United States and United Kingdom are briefly explored, in view of the conceptual framework, key performance dimensions and indicators that are currently in use. The OECD suggested seven key dimensions of hospital performance: timeliness, efficiency, continuity, effectiveness and appropriateness, staff orientation, patient orientation and safety. The analysis of the quality assessment program of HIRA, which operates 36 diseases and procedures and 347 indicators, shows that the numbers of indicators are relatively small in the areas of safety, patient centeredness and efficiency. Continuity of care and staff orientation are not fully developed also, but the situations are similar in other countries. In conclusion, hospital performance measurement using stable and comprehensive data should be developed to improve overall system performance, and discussions on a conceptual framework that can lay out directions and key performance domains need to take into place.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.1
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• pp.125-132
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• 2015

The purpose of this study was to search the concept and meaning of performance assessment(PA) in the classroom, and the to proposed some strategies to apply PA. The result of this study was presented below. First, differentiation strategy is necessary in the evaluation goal. Individualization will be an example of differentiation strategy in the evaluation of group goal. Second, various strategies are needed based on the subjects of evaluation. Self-evaluation, peer-evaluation, and small group-evaluation are some examples evaluation for the subjects. Third, there is a need for phase-strategy assessment. For the class associated performance assessment, we have to consider the evaluation activities based on the time likes before (pre), on, and after class. How to select the evaluation task is also one of the key sucess factors for improving the class associated performance assessment.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.227-239
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• 2002

The purpose of this study was to improve the practice of performance assessment in elementary science education and to support it according to the levels teachers' concerns. So this study was conducted by applying CBAM which is based on teachers' concern, which was designed for the investigation of the elementary science teachers' concern, their performance level, intellectual understanding, status of performance. and stage oi awareness and the connections between these factors. The study involved 311 elementary school teachers in the city of Seoul. The result of this study was as follows: First, the stage of teachers’ concerns performance assessment in science marked 49.5％, indicating that about half of the teachers was staying on the informative stage which could be generally occurring in the beginning of performance the curriculum innovation. The level of performance marked 33.8%, which was regarded as the stage of elaboration. For the category of intellectual understanding, most of the teachers didn’t fully understood the performance assessment. Regarding the status performance, 90.4％ of the teachers were implementing the assessment at the state of knowing the purpose of it. However. 40.5% of the teachers didn't fully understand the specific characteristics of the assessment. Also, the results of analyzing the teachers’ awareness on science performance assessment indicated that they have slightly positive positions. Secondly, the result of analyzing the stages of concerns for the assessment, based on the elementary school teachers' personal background, levels of implementation, and their intellectual understanding showed that the concerns were significantly different with the categories of their workplaces(p<.05). Finally, the result of analyzing the relationship among the concerns for the science performance assessment, levels of implementation and intellectual understanding indicated that there were significant differences in levels of implementation with the degree of intellectual understanding (p<.001).

• International conference on construction engineering and project management
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• 2015.10a
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• pp.72-76
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• 2015

Capital project benchmarking requires an effective cost normalization process to compare cost performance of projects accomplished in different time and location. Existing cost normalization approaches have been established based on the assumption that all required information for cost normalization is fully identified once a project is completed. Cost normalization, however, is sometimes required to evaluate phase-level outcomes of an ongoing project where the required information is not fully available. This paper aims to provide a cost normalization procedure for phase-based performance assessment. The procedure consists of three normalization steps: currency conversion, location adjustment, and time adjustment considering various scenarios where the required information is not fully identified. This paper also presents how the cost normalization procedure has been applied to the 10-10 Performance Assessment Program, which is a phase-based performance assessment system developed by the Construction Industry Institute (CII). Both researchers and industrial professionals can apply the cost normalization procedure to studies and practices regarding to cost estimation, feasibility analysis, and performance assessment.

• Journal of Science Education
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• v.37 no.2
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• pp.348-358
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• 2013

The purpose of this study is to develop the science item on computer-based performance assessment which is able to replace the assessment with actual experimental apparatus. The survey on the necessities and the difficulties of the assessment with actual experimental apparatus was conducted with 57 physics teachers. By reflecting the results of the survey, the computer-based assessment items which are related with constructing circuits with an ammeter and a voltmeter were developed. The developed computer-based assessment items were organized in similarity to assessment conducted with actual experimental apparatus, proper feedback was provided by students' performance in the process of assessment so as to grading performance results automatically. To achieve them, the algorithm was developed so that computer can judge the accuracy of students' performance results.