• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.533-551
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• 2013

The purpose of this study is to investigate how middle school mathematics teachers understand the definition and the purpose of constructed-response assessments as well as what they expect from the assessments. By examining the responses of 189 middle school mathematics teachers to the survey, we found that there is discrepancy between their perceptions and reality of the constructed-response assessments in practice. In other words, teachers' practice is not well aligned with their perceptions and expectations due to the restraint of school system and environment. The findings give us some meaningful implication for the improvement of effective constructed-response assessments and professional development.

• Communications of Mathematical Education
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• v.26 no.3
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• pp.273-299
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• 2012

The purpose of this study is to investigate how constructed-response assessments are currently defined and used to find an alternative way of developing well-defined constructed-response questions and an assessment system. Based on our review of the literature, we analyze constructed-response assessments developed and used in Gyeonggi-do, South Korea and Ohio, U.S.A. in terms of their definitions, types of questions, information and guidelines given by the government agencies in each place, and scoring rubrics and their use. The results provide meaningful implications for the development of constructed-response assessments in the future.

• Journal of Korean Home Economics Education Association
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• v.13 no.3
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• pp.35-57
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• 2001

The purposes of this study were to investigate the current status on stating a summary of assessments in the practical arts education and to analyze the problem and find out the reformation strategy for them. To achieve these purposes. 180 teachers working in all elementary schools located in Daegu-city was selected by systematic cluster sampling method. The data were collected by using the mailed questionnaire developed by the researcher, and there was a response rate of 91.7%. Findings showed that it was not realized the valid and reliable stating a summary of assessments because it was not fixed throughly in the elementary school. So many teachers had difficulties in assessing the practical arts subject and stating a summary of assessments. They used the computer programs of CMI(Computer Management Instruction) . Black Box. SA(Stand Along) for stating a summary of assessments. It was recommended that valid and reliable criteria of stating a summary of assessments should provided, and on-the-job training on the developing and selecting a good tools for stating a summary of assessments should required. And. it was also required that the various codes of stating a summary of assessments should developed. and the various materials. equipments. and systems should provided for teachers.

• 대한예방의학회:학술대회논문집
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• 1994.02a
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• pp.405-411
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• 1994

Hazardous wastes released into the general environment are of concern to the public and to public health authorities. In response to this concern, the Comprehensive Environmental Response, Compensation, and Liability Act, as amended (commonly called Superfund), was enacted in 1980 to provide a framework for environmental, public health, and legal actions concerning uncontrolled releases of hazardous substances. The Agency for Toxic Substances and Disease Registry (ATSDR) was created by Superfund to address the public health issues of hazardous wastes in the community environment. Two key Agency programs, Public Health Assessments and Toxicological Profiles, are designed to assess the risk to human health of exposures to hazardous substances that migrate from waste sites or through emergency releases (e.g., chemical spills). The Agency's public health assessment is a structured process that permits ATSDR to identify which waste sites or other point sources require traditional public health actions (e.g.. human exposure studies, health studies, registries, health surveillance, health advisories). The ATSDR qualitative public health assessment complements the U.S. Environmental Protection Agency's quantitative risk assessment. For Superfund purposes, both assessments are sitespecific. ATSDR's toxicological profiles are prepared for priority hazardous substances found most frequently at Superfund sites. Each profile presents the current toxicologic and human health effects information about the substance being profiled. Each profile also contains Minimal Risk Levels (MRLs), a type of risk assessment value. This paper covers ATSDR's experience in conducting public health assessments and developing MRLs, and it relates this experience to recommendations on how to improve chemical risk assessments.

• Journal of the Ergonomics Society of Korea
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• v.18 no.3
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• pp.27-39
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• 1999

The purpose of this study was to approve the capability of human sensibility evaluation based on physiological responses and real-time subjective assessments. Three well-trained healthy human subjects were participated in the experiments. We measured physiological responses such as Heart Rate Variability(HRV), Galvanic Skin Response(GSR) and skin temperature under rest and visual stimulation conditions, respectively. Off-time subjective assessments were recorded before and after visual stimulations. Real-time subjective assessments were recorded during visual stimulations. The results of physiological responses and off-time and real-time subjective assessments were quantified and compared. The results showed that the correlation between physiological responses and real-time subjective assessments was high (83%) for both the positive and negative visual stimulation. The correlation between the physiological responses and off-time subjective assessments was high (83%) for the negative visual stimulation but was low (15%) for the positive visual stimulation. Although the current observation is preliminary and requires more careful experimental study, it appears that the correlation between real-time subjective assessment and physiological responses is higher than that of the off-time subjective assessment and physiological responses.

• The Journal of Korean Academy of Sensory Integration
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• v.16 no.3
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• pp.23-33
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• 2018

Objective : The purpose of this study is to investigate trend in use of occupational therapy assessment tools used by pediatric occupational therapist. Methods : Survey questionnaire developed for this study were used to for data collection. The questionnaires are divided into 10 area: occupational performance, activities of daily living, education, play, sensory-perceptual, motor and praxis, cognition, social interaction skills, development, and physical examination. Total 105 responses were analyzed using descriptive statistics analysis and frequency analysis. Results : For the general process of evaluation in pediatric occupational therapy, major response on the initial evaluation time was 30~60minutes (41.9%), and major response on the re-evaluation period was 3~6months (41.0%). The major assessment tool for each area Canadian Occupation Performance Measure (55.2%) for occupational performance assessments, Wee Functional Independence Measure (57.1%) for activities of daily living assessments, School Function Assessment (2.5%) for education assessments, Knox Preschool Play Scale (28.6%) for play assessments, Developmental Test of Visual Perception (94.3%) for sensory-perceptual assessments, Bruininks-Oseretsky Test of Motor Proficiency (42.9%) for motor and praxis assessments, Evaluation of Social Interaction (6.1%) for social interaction skills assessments, Denver Developmental Screening Test (92.4%) for development assessments, Clinical Observation (89.5%) for physical examination assessments. Conclusion : The study identified the most assessment tools used for specific area by pediatric occupational therapists. The results can be used as a basic data to educate about pediatric occupational therapy evaluation, as well as to develop new assessment tools in pediatric setting in future.

• Nuclear Engineering and Technology
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• v.51 no.2
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• pp.600-606
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• 2019

Studies on the application of the lead rubber bearing (LRB) isolation system to nuclear power plants are being carried out as one of the measures to improve seismic performance. Nuclear power plants with isolation systems require seismic probabilistic safety assessments, for which the seismic fragility of the structures, systems, and components needs be calculated, including for beyond design basis earthquakes. To this end, seismic response analyses are required, where it can be seen that the behaviors of the isolation system components govern the overall seismic response of an isolated plant. The numerical model of the LRB used in these seismic response analyses plays an important role, but in most cases, the extreme performance of the LRB has not been well studied. The current work therefore develops an extreme nonlinear numerical model that can express the seismic response of the LRB for beyond design basis earthquakes. A full-scale LRB was fabricated and dynamically tested with various input conditions, and test results confirmed that the developed numerical model better represents the behavior of the LRB over previous models. Subsequent seismic response analyses of isolated nuclear power plants using the model developed here are expected to provide more accurate results for seismic probabilistic safety assessments.

• Journal of the Earthquake Engineering Society of Korea
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• v.15 no.3
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• pp.65-72
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• 2011

Extensive computer simulations to account for the randomness in the process of seismic demand estimation have been a serious obstacle to the adoption of probabilistic performance assessments for the decision of applying seismic intervention schemes. In this study, a method for rapid fragility assessments based on a response database and the fragility contour method are presented. By the comparison of response contours in different formats, it is shown that representing maximum responses in ductility demand is better for the investigation of the effect of structural parameter changes on seismic demands than representations in absolute values. The presented fragility contour enables designers to practically investigate the probabilistic performance level of every possible retrofit option in a convenient manner using visualized data sets. This example demonstrates the extreme efficiency of the proposed approach in performing fragility assessments and successful application to the seismic retrofit strategies based on limit state probabilities.

• The Mathematical Education
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• v.63 no.1
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• pp.1-18
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• 2024

This study aims to analyze low-performing high school students' difficulties in constructed response (CR) mathematics assessments and explore ways to use writing activities to support student learning. The participants took CR assessments, engaged in guided writing activities across 15 lessons, and provided responses to our interviews. The study identified 20 types of student difficulties, which were sorted into two main categories: "mathematical difficulties" and "CR difficulties." The difficult nature of mathematics as a school subject included a lack of understanding of mathematical concepts, students' difficulty with mathematical symbols and notations, and struggles with word problems. Challenges specific to CR assessments included students' difficulties arising from the testing conditions unlike those of multiple-choice items, and included issues related to constructing appropriate responses and psychological barriers. To address these challenges in CR assessments, the study conducted guided writing activities as an intervention, through which six themes were identified: (1) internalization of mathematical concepts, (2) mathematical thinking through relational understanding, (3) diverse problem-solving methods, (4) use of mathematical symbols, (5) reflective thinking, and (6) strategies to overcome psychological barriers.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.281-302
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• 2015

In the current study, answer sheets from 8007 students in 236 Korean schools were selected and analyzed to examine errors that emerge in the process of solving descriptive questions of the National Educational Achievement Assessment in mathematics. Questions used in the analysis were response assessment covering middle school mathematics topics: "mathematical symbols and equations" and "functions." The behavioral domain of the questions was that of "problem solving and computation," which requires establishing an equation for a word problem and allows the calculation of an answer that meets a certain condition. The analysis results revealed various errors in each stage of each question, from understanding to solving; the study attempts to conjecture causes for these errors and draw pedagogical implications.