• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.463-471
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• 2020

The purpose of this study is to analyze application status about the process-centered assessment in elementary school science classes. For this purpose, a survey was conducted with 133 teachers and 2,089 students in elementary schools, and in-depth interviews with eight teachers were conducted. Elementary school teachers had a positive attitude toward the adoption of the process-centered assessment of 2015 revised science curriculum. After applying 2015 revised science curriculum, teachers used more performance assessments and less traditional ones in science classes. Elementary school students recognized that they receive feedbacks from their teachers more often with the implementation of the 2015 revised science curriculum. Through in-depth interviews, it was possible to confirm the difficulty of applying the process-centered assessment of elementary school teachers, such as lack of understanding of process-centered assessment and lack of time for its application. Based on the results of the study, the necessity for improving teacher understanding of process-centered assessment and the need to disseminate process-centered assessment materials are suggested.

• Journal of the Korean earth science society
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• v.43 no.4
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• pp.557-566
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• 2022

The purpose of this study was to examine the status of the field application of the Science II career electives with the application of the 2015 revised curriculum up to the 3rd year of high school. This study focused on examining high school science teachers' perceptions of the student-participatory class and process-centered assessment in Science II subjects, which are career-intensive high school science electives. A total of 192 science teachers responded to the survey questionnaire, and 12 teachers participated in interviews. In the in-depth interviews conducted to supplement the survey results, questions were asked about changes in the overall class, the status of student-participatory classes, and changes in the assessment of Science II subjects due to the emphasis on process-centered assessment. The main research results included teachers' perceptions of changes in teaching and assessment methods with the application of the revised curriculum, the degree to which the eight skills used in Science II classes develop the key competencies of science, and the teaching and assessment methods commonly used in Science II classes. Science teachers generally agreed with the purpose and necessity of introducing student-participatory classes and process-centered assessment, which are the core purpose of the 2015 revised curriculum. However, they had difficulties in practice due to the excessive content of Science II subjects. Problems were also encountered with securing objectivity and fairness during assessments and the operation of online science classes due to COVID-19.

• International Journal of Safety
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• v.5 no.2
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• pp.12-17
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• 2006

Operations of human-centered robot, in general, facilitates the creation of new process that may potentially harm the human operators. Design of safety-guaranteed operation of human-centered robots is, therefore, important since it determines the ultimate outcomes of operations involving safety of human operators. This study discusses the application of information-theoretic measures to safety assessment of human-centered robotic operations. Some examples are given.

• International Journal of Safety
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• v.6 no.1
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• pp.1-6
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• 2007

Operation of human-centered robot, in general, facilitates the creation of new process that may potentially harm the human operators. Design of safety-guaranteed operation of human-centered robots is, therefore, important since it determines the ultimate outcomes of operations involving safety of human operators. This study discusses the application of geometric tolerance and head injury criteria to safety assessment of human-centered robotic operations. Examples show that extending "Work Area" has more significant effect on the uncertainty in safety than extending the system range in the presence of velocity control.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.271-289
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• 2020

This study investigates the types of teacher feedback in the process-centered assessment for scientific argumentation. The process-centered assessment visualizes the process of developing scientific argumentation at a group level. Four teachers and 353 high school students participated in this study. We analyzed video recordings, the collaborative modeling-argumentation papers, and teachers' interviews. The findings indicate that the teachers provided feedback on scientific concepts and the development of small group argumentation. We presented a representative case for each category in detail. The study suggests that teachers' efficient use of feedback leads to improvement in students' self-regulation. This study contributes to providing specific and useful guidelines on the use of process-centered assessment for enhancing students' scientific argumentation.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.637-654
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• 2019

The purpose of this study is to investigate the development of scientific conceptual understanding through a process-centered assessment that visualizes the process of scientific argumentation. In this study, 353 high school students and five teachers participated in the scientific argumentation. As a result of analyzing students' utterances on the elements of argumentation, scientific concepts in intragroup were embodied through query and clarification of meaning, and organized through agreement and rebuttal. In intergroup argumentation, scientific concepts were elaborated through query, clarification of meaning, and change of claim. Teachers were able to understand the process of argumentation through small-group activity sheets where the process was visualized, thereby providing feedback and improving the class. Based on the results, the scientific argumentation of visualizing the process was found not only to allow students to perform self-assessment and peer-assessment but also to help teachers understand the argumentation process. The findings of this study guide process-centered assessment in the science curriculum and are expected to contribute to the promotion of scientific argumentation in classrooms.

• The Journal of Korean Association of Computer Education
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• v.23 no.4
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• pp.61-68
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• 2020

The purpose of this study is to develop a debugging task to support process-centered assessment on software(SW) education and to develop a service site. Achievement criteria for programming in elementary and middle school SW curriculum consists of control structures such as repetition and condition, and elements such as variables and input/output. In order to apply the process-centered assessment presented by the Ministry of Education, it is necessary to present tasks that can be used in the actual classroom environment and to consider connection with achievement levels. Therefore, in this study, 12 tasks for elementary school and 15 tasks for middle school were developed as debugging tasks and their validity was verified. As a result of conducting Delphi verification for validity, it was found that the level and content of the debugging task are appropriate. In addition, as a result of verifying the usability of the debugging challenge site by applying a heuristic evaluation method, it was found that it is suitable for use in the real educational field.

• Journal of Science Education
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• v.42 no.2
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• pp.132-147
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• 2018

The goal of this research is to suggest a theoretical process-centered assessment model based on Learning Progressions of key competencies in the context of STEAM instructions. The "Process-Products Combined Module-type (P2CM) STEAM Assessment Model (P2CM STEAM Assessment Model, hereafter) can be used both as an instructional model and as an assesment model, applicable for various STEAM topics and instructional types. consists of 3 axes. The first X axis stands for 4C competencies that should be emphasized through STEAM instruction. The second Y axis stands for the types and the hierarchy of STEAM instructions. The third Z axis stands for the assessment standards based on LP. We also exemplified an assessment module combined creativity competency with creativity-based instruction based on . Based on the research results, we suggested elaboration of assessment models based on Korean LP research outcomes, development and supply of formative assessment models through field-based in-depth research, modification of formative assessment models with the participation of teacher communities and in-service teachers, and the necessity of further research on assessment models for tracking LP.

• Korean Journal of Child Studies
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• v.22 no.1
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• pp.191-211
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• 2001

This in-depth study of portfolio method centered on efficient methods of application, including teacher education. The study was carried out in 2 public kindergartens in Taegu. The efficient portfolio assessment method was developed by revisions after successive applications, observations, and discussions with the teachers of both kindergartens. The resulting efficient portfolio method is composed of step 1: portfolio conference and planning; step 2: development of the portfolio in the process of teaching and learning; step 3: selection of the materials for the portfolio; step 4: analysis of the portfolio; and step 5: use of the portfolio method. The practical application of the portfolio assessment is included in the forms used for teachers' observations of children's play and educational interventions. Teachers' interventions include verbal interaction, presentation of materials, and participating as partners. This teaching-learning method consists of teaching and assessment by sensitive and instant responses to children's needs.

• Journal of dental hygiene science
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• v.12 no.6
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• pp.545-557
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• 2012

Dental caries is biofilm induced disease throughout life and is recognized significant oral health problem. This article reviewed new trends in dental caries management by risk assessment, including history, protocol/guideline, and collaborated model. Dental caries prevention and treatment according to caries management by risk assessment (CAMBRA) model is patient-centered, risk-based, evidence-based practice. Team approach is necessary and clinician need to integrate science, practice and product. Dental hygienist take a important role in implementing CAMBRA. CAMBRA model could be incorporated into clinical dental hygiene education based on dental hygiene process of care as standard of dental hygiene practice and education. Dentist and dental hygienist able to provide scientific and ethical care managing dental caries by risk assessment.