• International journal of advanced smart convergence
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• v.5 no.4
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• pp.48-53
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• 2016

In this paper, all elements used in integrated infrastructure for job competency assessments of NCS (National Competency Standards) will be merged into assessment system using multiple devices(ASMD). NCS is a systematic approach on required abilities (knowledge, technical expertise, attitude) to process the tasks in the fields by industry. Competiveness of ASMD design is that no limitation of time and space using personal devices like PC, laptop, smartphone, and tablet, while seeing screen, hearing, touching, speaking, and writing. Question type can be limitless to express the situation. To lead technologies and market for domestic and oversea assessment system, supporting on multiple devices with connectivity that will eliminate limitation of time and space is the key feature for design competitiveness. Design of integrated assessment system proposed in this paper can be applied to NCS, fundamental competency evaluation, online test, job aptitude test, and foreign language test which involve listening, reading, writing, and speaking. Compared with existing evaluation method, reduction of investment and operating cost will be greater. Along with development of ICT technologies, the next generation of integrated assessment system will be quickly changed to ASMD, which already involves connected service between internet and smart devices.

• The Mathematical Education
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• v.47 no.1
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• pp.27-47
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• 2008

In this paper, we study the effect of writing activity as mathematical communication on the students's mathematics achievement, learning attitude, and mathematical tendency. For this purpose, we construct a experimental class and then analyze the students' change in those aspects after applying three-divided-note writing activity and colleague feedback on their works those students are in the experimental class. As a result of the experiment, we find that three-divided-note writing activity and colleague feedback made some significant changes on the students achievement in mathematics, learning attitude, but does not affect on mathematical tendency. We also offer some suggestions for further research. Firstly, the mathematical communication ability must be stressed in mathematics education. For this purpose, we need to develop the teaching and the evaluation method to use not only writing but also reading, speaking, and listening skills so that many teachers can apply this method easily to their classes. Second, we need to fix some realistic problems such as fair evaluation , the numbers of students per class, the numbers of lesson, and too much extra-work, and so on. Thirdly, we suggest to explore some methods for extending three- divided-note writing activity to evaluate mathematical essay and to study educational effects of colleague feedback on mathematics performance assessment.

• Journal of Engineering Education Research
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• v.24 no.1
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• pp.53-61
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• 2021

Critical thinking ability based on a sound sense of logic is essential for analyzing a given engineering design problem and assessing it to arrive at the most plausible conclusion. Engineering design classes require students to organize their engineering design experiences through reports, and engineering design reports require detailed specifications of their tasks at each stage. Given the nature of these curriculums, design classes provide writing courses focusing on science and engineering within specialized fields, but there still lies many obstacles for communication education that embraces both general education and major subjects. This study proposes a specified step-by-step writing model for engineering design reports that encompasses critical thinking for the objective of systemizing design experiences from engineering design report writing. For the purpose of the study, the concepts and relationship between critical thinking and creative problem solving have been examined, followed by a proposal of application methods for critical thinking criteria and elements from a case example on engineering design. Furthermore, the study proposes a critical thinking-based assessment rubric for logical decision making at each stage of engineering design as well as a resulting model for engineering design report writing.

• Korean Journal of Child Studies
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• v.34 no.1
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• pp.71-86
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• 2013

The purpose of this study was (1) to examine the level of learning disabilities reflected in the written expression and writing performance of at-risk children with ADHD, (2) to investigate the level of differences in writing learning disabilities and writing performance depending on ADHD subtypes, and (3) to explore the error types and contents in the written expression of at-risk children with ADHD. The participants in this study were 46 upper grade elementary school children. They were firstly screened by teacher nomination, and only participants with a K-ARS score of over 17 were then selected to be among the 46 children involved in this study. Two further tests were then carried out : K-LDES as an index of learning disabilities in written expression and BASA-writing as an index of writing performance. The results showed that the at-risk children with ADHD possibly had comorbid writing learning disabilities. They were significantly different in terms of the number of total syllables, errors and correct syllables that they produced, in comparison to normal children. But there were no differences as regards the level of learning disabilities in terms of written expression and writing performance based on ADHD subtypes. As regards the implications of these results for future research, we suggested that there is a need for the identification of comorbid writing learning disabilities in ADHD assessment.

• Journal of Korean Elementary Science Education
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• v.32 no.2
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• pp.113-126
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• 2013

In this study, the researcher aimed to increase productive reflection of pre-service elementary teachers through reflective journal writing and discussion after science peer teaching practice. 'Productive reflection' involves consideration and analysis of interrelationships among aspects of teaching including learners and learning, subject matter knowledge, assessment, and instruction. During 8 week efforts, productive reflection has increased gradually in both individual journal and class discussion. However half of individual journals didn't show productive reflection even in the final stage. This implicated that development of reflective thinking is an achievable but progressive change. By describing the progress in discussion and participants' responses on journal writing and discussion activity, this study shed light on practical ways of enhancing reflective teacher education.

• Journal of the Korean Chemical Society
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• v.65 no.6
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• pp.455-467
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• 2021

The purpose of this study was to investigate the impact of negotiation-based peer and self-assessment activities on science-gifted students' modeling and students' perceptions of the impact of these assessment activities on modeling. For this purpose, 92 students in the 11th grade of a science high school, in a metropolitan city, were selected to conduct peer assessment, self-assessment, and science writing activities with four topics of Advanced Chemistry. The students' modeling was analyzed in terms of 'structuring scientific concepts', 'logic', 'multiple representations' and 'communication'. Based on the results, the mean scores of modeling increased for each element of evaluation according to the progress of assessment activities. Students' responses in the survey and interviews showed that students perceived the results of student assessment activities as valid, students also recognized the benefit of these assessment activities by referring to the assessment results before their next writing assignment.

• English Language & Literature Teaching
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• v.12 no.1
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• pp.221-238
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• 2006

This study investigates the reliability of plagiarism measurement in the ESL essay writing context. The current study aims to address the answers to the following research questions: 1) How does plagiarism measurement affect test reliability in a psychometric view? and 2) how do raters conceive the plagiarism in their analytic scoring? This study uses the mixed-methodology that crosses quantitative-qualitative techniques. Thirty eight international students took an ESL placement writing test offered by the University of Illinois. Two native expert raters rated students' essays in terms of 5 analytic features (organization, content, language use, source use, plagiarism) and made a holistic score using a scoring benchmark. For research question 1, the current study, using G-theory and Multi-facet Rasch model, found that plagiarism measurement threatened test reliability. For research question 2, two native raters and one non-native rater in their email correspondences responded that plagiarism was not a valid analytic area to be measured in a large-scale writing test. They viewed the plagiarism as a difficult measurement are. In conclusion, this study proposes that a systematic training program for avoiding plagiarism should be given to students. In addition, this study suggested that plagiarism is measured reliably in the small-scale classroom test.

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.289-306
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• 2009

In this study, pre-service teachers who would be mathematics teachers of secondary school wrote the journal about learning mathematics. Journal writing helped pre-service teachers' math learning. Pre-service teachers could think mathematics reflectively, inquire it, represent their affectivity, plan the self-directed learning, and have the records of learning. They considered the educational issues as instructional methods, organization and management of instruction, assessment, and attitude of teacher. As well, they thought that journal writing was important in learning mathematics and how they would apply their students. Journal writing was meaningful to pre-service teacher education in cognitive and situative aspects.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.353-361
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• 2015

This study focused on the use of peer assessment activities to investigate its the impact on students' argumentation skills in argument-based inquiry. The participants of the study were 106 10th grade students (four classes). Two classes were assigned to the experimental group, and the other two classes were assigned to the comparative group. The experimental group was taught argument-based inquiry through the application of peer assessment activities. The comparative group was taught argument-based inquiry without peer assessments. At the claim and evidence stage, students were asked to evaluate whether peers' claims fit with the evidence and whether peers' explanation of the evidences validity was sufficient. The quality of argumentation used in the students' writing was different in each group. According to the analysis of the summary writing test, the results showed that the experimental group had a significantly higher mean score than the comparative group in argumentation components, including evidence and warrant/backing. In addition, the experimental group used better multimodal representation including explanation of evidence than the comparative group. The findings showed that argument-based inquiry applying peer assessment activities had an effect on the argumentation skills in students' writing.

• Journal of Environmental Impact Assessment
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• v.11 no.4
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• pp.311-319
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• 2002

Procedures to establish well-balanced development and effectiveness of environmental impact assessment need include various stakeholder's participation in writing and reviewing document of environmental impact assessment, collecting public opinion, and post monitoring. Accordingly, to encourage effective and efficient collection of resident's opinion analyze present conditions and problems and suggest institutional and politic alternative proposals of it. This study resulted in following conclusions. In institutional aspects, (1) Proposal for drafting document of environmental impact assessment (2) Composition of committee for collecting and regulating stakeholder's opinion (3) Width of civil participation scale. In politic aspects, (1) Use of local community (2) Guide of local information from local society and environmental specialist (3) Understandable document and data of environmental impact assessment (4) Strength of roles and duties of local government.