• Journal of Engineering Education Research
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• v.19 no.2
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• pp.8-13
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• 2016

This paper is concerned with the development case of CEA(Course-Embedded Assessment) design tool for engineering education accreditation operations department for CEA system implemented. Each university or programs are already devoting efforts to build research and CEA system for CEA applied to. In order to effectively apply the CEA studies for each program it is required and particularly, the preferred way to build an operating system is considered a difficult situation of the course unit. Therefore, this case study and to propose a method and procedures required to assessment the design basis for curriculum and program assessment unit in terms of the applicability of CEA, proposes a virtual application results. The information proposed in this case study is determined that could be used in the design for the outcomes and assessment of a variety of programs as one of the steps to build the CEA systems.

• Annual Conference on Human and Language Technology
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• 2017.10a
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• pp.281-284
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• 2017

On the basis of studies that show multi-word combinations, that is the field of phraseology, this study aims to examine relationship between the quality of text and phraseological competence in L2 English writing, following Yves Bestegen et al. (2014). Using two different association scores, t-score and Mutual Information(MI), which are opposite ways of measuring phraseological competence, in terms of scoring frequency and infrequency, bigrams from L2 writers' text scored based on a reference corpus, GloWbE (Corpus of Global Web based English). On a cross-sectional approach, we propose that the quality of the essays and the mean MI score of the bigram extracted from YELC, Yonsei English Learner Corpus, correlated to each other. The negative scores of bigrams are also correlated with the quality of the essays in the way that these bigrams are absent from the reference corpus, that is mostly ungrammatical. It indicates that increase in the proportion of the negative scored bigrams debases the quality of essays. The conclusion shows the quality of the essays scored by MI and t-score on cross-sectional approach, and application to teaching method and assessment for second language writing proficiency.

• 한국어정보학회:학술대회논문집
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• 2017.10a
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• pp.281-284
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• 2017

On the basis of studies that show multi-word combinations, that is the field of phraseology, this study aims to examine relationship between the quality of text and phraseological competence in L2 English writing, following Yves Bestegen et al. (2014). Using two different association scores, t-score and Mutual Information(MI), which are opposite ways of measuring phraseological competence, in terms of scoring frequency and infrequency, bigrams from L2 writers' text scored based on a reference corpus, GloWbE (Corpus of Global Web based English). On a cross-sectional approach, we propose that the quality of the essays and the mean MI score of the bigram extracted from YELC, Yonsei English Learner Corpus, correlated to each other. The negative scores of bigrams are also correlated with the quality of the essays in the way that these bigrams are absent from the reference corpus, that is mostly ungrammatical. It indicates that increase in the proportion of the negative scored bigrams debases the quality of essays. The conclusion shows the quality of the essays scored by MI and t-score on cross-sectional approach, and application to teaching method and assessment for second language writing proficiency.

• Journal of the Korean Home Economics Association
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• v.34 no.3
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• pp.305-325
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• 1996

This study was designed to compare mothers' beliefs of literacy development and home literacy environment and to explore how the children interacted with their mother during literacy activities and how they used the strategies to develop knowledge of literacy. The qualitative data was collected from multiple sources of naturalistic information and analyzed through triangulation of diverse methods including participant observations in the home, parental during literacy events, written logs kept by the mothers, the children's writing products, three emergent assessment forms, and photographs. The three preschoolers and their mothers provided different literacy experiences to support their children's emerging conventional literacy development. Child 1's mother highly valued the rich home literacy environment and the child 1's initiative interactions during literacy events. Child 3's home literacy context was very similar to her Montessori classroom's phonic approach and writing skills. Child 2 was provided with an inappropriate literacy environment at home through direct instruction and an emphasis on correct writing. All of the children were interested and attended to story. Child 1 interacted with her mother in expanded cycles as child's initiation, mother's clarification, and child's evaluation, compared with the child 2's simple cycle and the child 3's classroom-like cycle as mother's initiation, child's response, and mother's evaluation. The children and their mothers employed a number of diverse strategies to understand knowledge of literacy. Importantly parent education needs to emphasize the importance of playful one to one mother-child interaction, a functional holistic literacy environment., and strategies for expanding child's knowledge with parent as mediator.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.13 no.8
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• pp.4241-4254
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• 2019

The efficiency and accuracy of handwriting measurement could be improved by adopting digital image processing. This study developed a computer-based Korean Handwriting Assessment tool. Second graders participated in this study by performing writing tasks of consonants, vowels, words, and sentences. We extracted boundary parameters for each letter using digital image processing and calculated the variables of size, size coefficient of variation (CV), misalignment, inter-letter space, inter-word space, and ratio of inter-letter space to inter-word space. Children were also administered traditional handwriting and visuomotor tests. Digital variables from image processing were correlated with these previous tests. Using these correlations, we established a three-point scoring system that computed test scores for each variable. We analyzed inter-rater reliability between the computer rater and human rater and test-retest reliability between the first and second performances. The validity was examined by analyzing the relationship between the Korean Handwriting Assessment and previous handwriting and visuomotor tests. We suggested the Korean Handwriting Assessment to measure size, size consistency, misalignment, inter-letter space, inter-word space, and space ratio using digital image processing. This Korean Handwriting Assessment tool proved to have reliability and validity. It is expected to be useful for assessing children's handwriting.

• Journal of Engineering Education Research
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• v.15 no.5
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• pp.108-118
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• 2012

The purpose of this study was to provide analytic rubrics for measuring teamwork(PO6), communication and presentation skills(PO7), and life-long learning(PO8) based on theoretical concepts of performance assessment and rubrics. Also, this study analyzed data about performance assessment and rubics from courses offered through college of engineering. Participants were 34 senior engineering students who took the course 'Technical writing and presentation'. In the second week of the course, students were given the pre-test instrument which was developed for measuring students' understanding of program outcomes for this study. After performing project activities using rubrics, students were encouraged to complete the post-test instrument and the reaction questionnaire during the ninth week. The data were analyzed by using SPSS 14.0 and Microsoft Excel. The research findings are as follows. First, to promote and evaluate program learning outcomes appropriately, performance assessment-based on rubircs should be implemented. Second, in the reaction questionnaire about the rubircs, students answered that using rubircs for performing the project was very useful for understanding the performance procedures and assessment criteria. Third, the mean of understanding of program outcomes of students in post-test was significantly increased than in the pre-test(p<.0001). From the findings, performance assessment and rubrics should be used as evaluation tools at course levels in terms of promoting program learning outcomes for engineering education.

• Journal of the Korea Safety Management & Science
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• v.16 no.3
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• pp.9-22
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• 2014

Constructions sites are affected by Diversity workplace, complexity of construction, Change of place, Mobility of workers and so on. In a single establishment, Prime contractors and subcontractors have to conduct their work at the same time. There are a lot of unpredictable risks when the construction is running, coordination between contractors is very important to do a risk assessment under the condition. Large Construction companies were investigated by previous studies. Survey research is applied to the risk assessment. In the writing, Risk assessment of the entire lower level. Because of the low level of risk factors to find. Also, There was a limit to investigate accidents. Confirmed that Effort to derive a risk factors were desperately of the risk assessment. Results were obtained through previous studies. The PCM is several experts should be joined. Experts Site Manager, Supervisor, Safety Manager, Director Contractor, Work team leader is required to participate. Construction plans, Process Planning to the risk find beforehand. And Determines how the operations and the control. Also, Made it into the database. and PCRA can be used in the risk assessment was developed.

• Journal of Engineering Education Research
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• v.14 no.6
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• pp.41-47
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• 2011

Professional communication skills in writing and speaking with multiple and complex audiences are required to engineers in society of modern technology. In this paper, we proposed the effective assessment system for the Program Outcomes on the communication skill competence(PO7), which is one of the 12 program outcomes stipulated by ABEEK (Accreditation Board for Engineering Education of Korea). To ensure logical connectivity of the assessment system, we carefully selected the performance criteria by defining the core concept of "written communication" and "verbal communication". Based on the selected performance criteria, the whole process of creating assessment tools and rubrics was explained in detail. It can be expected that the assessment for the Program Outcomes on the communication skill competence would be more systematic by using the proposed assessment system.

• Journal of Korean Physical Therapy Science
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• v.3 no.2
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• pp.981-987
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• 1996

Hand function evaluations are an important element of the assessment process in physical rehabilitation settings. The purpose of this study was to investigate hand function evaluation. Subjects consisted of 20 with spastic cerebral palsy(mean age = 9.8, SD = 1.6) and 20 with athetoid cerebral palsy(mean age = 9.6, SD = 2.3). Two groups of subjects were tested twice(pretest and posttest) by the JHFT to measure evaluations of hand function. These findings suggest that on four subtests - writing, card turning, large heavy objects and Stacking Checker-the spastic cerebral palsy perform significantly faster than athetoid cerebral palsy. But there were no significant differences between the pretest and posttest in spastic and athetoid cerebral palsy. To see the statistical differences in the experimental results was done using origin V. 3.0.

• Journal of Educational Research in Mathematics
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• v.11 no.1
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• pp.207-221
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• 2001

The purpose of this study is to develop the assessment rubric of mathematical communication ability by each type: listening, speaking, reading, writing, and graphic. This rubric is qualified in the content-validity and reliability by professional educators' evaluation and correlation coefficient. 16 math educators judged that this involves the results of learning mathematical communication, the results of possible instruction, and the content of scoring mathematical communication by teachers. 170 middle school students were tested by the assessment task according to the types of mathematical communication. After two researchers and two teachers scored the tasks, correlation coefficient was calculated between evaluators. The coefficient is evaluated high in that it is more than 0.70.