• Education of Primary School Mathematics
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• v.3 no.2
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• pp.143-149
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• 1999

The Assessment using the observation is one of the common ways to know what the student knows and dose not. Using the obserbational Assessment, Teachers, analyzing student's growth, provide appropriate feed-back, and so they try to record every activities. but, accumulatively recording the result of observational assessment face time·spacial limits. and it is difficult to apply in a real classroom situation. Taking these into consideration, I'd like to take a look at the idea of check-list assessment that could record data observing student and contrive a practical ways of application.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.819-834
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• 2016

As a method to lead a change in mathematics education, recently reformation of assessment appears as a concept of process-focused assessment. Process-focused assessment is the concept that 2015 revised mathematics curriculum aims for, which is promoted also in policy. This research suggested a significance of process-focused assessment that has not been determined in conceptualization and the practical model. For this, this research investigated the content of the assessment on 2015 revised mathematics curriculum, and explored process-focused assessment based on the recent education assessment theory and research. Also, we suggested a model of practical plan by investigating the condition to perform the process-focused assessment. This research could take a basic role to practice process-focused assessment and investigate the concrete plan in the mathematics class field.

• Corrosion Science and Technology
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• v.3 no.2
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• pp.72-80
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• 2004

Recently, the demand on the practical application of life-cycle cost effective design and rehabilitation of bridges is rapidly growing in civil engineering practice. However, in spite of impressive progress in the researches on the Life-Cycle Cost (LCC), the most researches have only focused on the theoretical point but did not fully incorporate the critical issues for the practical implementation. Thus, this paper is intended to suggest a systemic integrated approach to the practical application of various LCC methodologies for the design and rehabilitation of bridges, For that purpose, hierarchical definitions of LCC models are presented to categorize the approach of LCC assessment applicable for the practical implementation. And then, an integrated LCC system model is introduced with an emphasis on data uncertainty assessment and user-friendly knowledge-based database for its successful implementation. Finally, in order to demonstrate the LCC effectiveness for design and rehabilitation of real bridge structures, illustrative examples are discussed.

• Toxicological Research
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• v.17
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• pp.17-24
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• 2001

Risk assessment is useful tool making good decisions on the risks of certain hazardous com-pound and suggests safe margin through scientific process using toxicological data, statistical tool, exposure value and relevant variants. The goal of risk management is to protect the public health from hazardous compound based on result of risk assessment having reality. For the suggestion of exact man-aging information, risk assessment must be designed to represent a "plausible estimate" of the exposure to the individuals and to minimize uncertainty. Risk assessment methodology and knowledge are expected to change more rapidly than before and up-to-date methodology should be applied in regulatory aspects through the Agency. For the useful application of risk assessment, the communication between the risk assessor and the risk manager is needed before the initiation of the risk assessment and upon its completion. Generally, the risk assessment itself as a practical tool in the regulatory decision making process would be regarded with social economic impact.ic impact.

• Journal of Korean Society of Steel Construction
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• v.9 no.1 s.30
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• pp.51-63
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• 1997

Highly curved steel-box bridges are usually constructed as ramp structures for the highway interchange and metropolitan elevated highway junction, but a number of these bridges are deteriorated and damaged to a significant degree due to heavy traffic. The main objective of the study is to develop a practical reliability-based assessment of safety and residual load carrying-capacity of existing curved steel-box ramp bridges. In the paper, for the realistic assessment of safety and residual load carrying-capacity of deteriorated and/or damaged curved steel-box bridges, an interactive non-linear limit state model is formulated based on the von Mises's combined stress yield criterion. It is demonstrated that the proposed model is effective for the assessment of reliability-based safety and the evaluation of residual load carrying-capacity of curved steel-box bridges. In addition, this study comparatively shows the applicability of various reliability analysis methods, and suggests a practical and effective one to be used in practice.

• Proceedings of the KSRS Conference
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• 2002.10a
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• pp.175-182
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• 2002

The paper introduces the application of flood monitoring and assessment by remote sensing and GIS in china and describes the frame of operational system for practical performance of flood disaster mitigation. In addition, The operational system for flood monitoring and assessment in RSTAC/ MWR and its application in the floods of 1998,1999 in china are introduced.

• Earthquakes and Structures
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• v.11 no.2
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• pp.195-215
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• 2016

Rehabilitation of historical unreinforced masonry (URM) buildings is a priority in many parts of the world, since those buildings are a living part of history and a testament of human achievement of the era of their construction. Many of these buildings are still operational; comprising brittle materials with no reinforcements, with spatially distributed mass and stiffness, they are not encompassed by current seismic assessment procedures that have been developed for other structural types. To facilitate the difficult task of selecting a proper rehabilitation strategy - often restricted by international treaties for non-invasiveness and reversibility of the intervention - and given the practical requirements for the buildings' intended reuse, this paper presents a practical procedure for assessment of seismic demands of URM buildings - mainly historical constructions that lack a well-defined diaphragm action. A key ingredient of the method is approximation of the spatial shape of lateral translation, ${\Phi}$, that the building assumes when subjected to a uniform field of lateral acceleration. Using ${\Phi}$ as a 3-D shape function, the dynamic response of the system is evaluated, using the concepts of SDOF approximation of continuous systems. This enables determination of the envelope of the developed deformations and the tendency for deformation and damage localization throughout the examined building for a given design earthquake scenario. Deformation demands are specified in terms of relative drift ratios referring to the in-plane and the out-of-plane seismic response of the building's structural elements. Drift ratio demands are compared with drift capacities associated with predefined performance limits. The accuracy of the introduced procedure is evaluated through (a) comparison of the response profiles with those obtained from detailed time-history dynamic analysis using a suite of ten strong ground motion records, five of which with near-field characteristics, and (b) evaluation of the performance assessment results with observations reported in reconnaissance reports of the field performance of two neoclassical torsionally-sensitive historical buildings, located in Thessaloniki, Greece, which survived a major earthquake in the past.

• Journal of Practical Engineering Education
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• v.10 no.1
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• pp.57-62
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• 2018

The recognition of the importance of lifelong vocational competency development, the proliferation of MOOC, and interest in online education have increased. As a result, efforts are continuously being made to develop an education system for lifelong vocational competency development. However, research on design and development of competency-based evaluation tools and systems in the field of technology engineering is still insufficient. In this paper, we designed and implemented a Competency-based Assessment System for Lifelong Vocational Competency Development(CBAS-LVCD). CBAS-LVCD utilizes NCS-based rubric-based assessment tools to evaluate learners and provides simulation tools for use in technology engineering. This is expected to be of great help in assessing the competencies required for practical affairs in the field of technology engineering, where practical work and on-line testing are limited.

• Proceedings of the Korean Society of Machine Tool Engineers Conference
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• 1999.10a
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• pp.57-62
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• 1999

A disassembility assessment has mostly depend on the subjective decision making from the qualitative element. It is not useful in the practical assessement because it is not specified. The purpose of this paper is an assessmet based on Fuzzy-study-rule. This rule is definitely modified fromnon-fuzzy language of qualitative element. The new assessment method of design for disassembility assessment(DFDA) is practical to introduce the fuzzy number as the conversion of quantitative element from qualitative. It is appled to air-cleaner of passenger-vehicle for the usefulness.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.117-129
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• 2022

The ability to creatively pursue new knowledge and perspectives across various disciplines has established itself as a basic literacy for living in the 21st-century convergence era. With the development of various creative education programs, assessment tools that can objectively and systematically evaluate learners' academic achievement are also required. Therefore, this paper proposed the self assessment, peer assessment, creativity assessment, and reflection tool based on the hyper blended practical model as assessment tools for creative convergence education programs for elementary and secondary school students. The developed assessment tools attempted to develop more completed evaluation methods by modifying two items and deleting four items through validity tests. In addition, the evaluation tool was applied to 596 elementary and secondary school students nationwide, and the application results were analyzed through one-way ANOVA and Wordcloud system. As a result of the analysis, it was found that the self assessment and the reflection tool need to develop questions according to the grade group. In addition, we proposed to use these assessment tools in blended classes or various educational activities in the changing classroom environment. We hope that this paper provides implications for developing evaluation systems and tools for creative convergence education.