• Title, Summary, Keyword: knowledge assessment

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Vocabulary Education Plan Research through Foreign Learners' Korean Vocabulary Knowledge Assessment;Focusing on Assessment of Qualitative Knowledge (외국인 학습자의 한국어 어휘 지식 평가를 통한 어휘 교육 방안 연구 -질적 지식의 평가를 중심으로-)

  • Lee, Yoo Kyoung
    • Journal of Korean language education
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    • v.23 no.1
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    • pp.161-182
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    • 2012
  • The purpose of this study is to examine level of individual foreign learners' quantitative knowledge of korean vocabulary through the Foreign Learners' Korean Vocabulary Knowledge Assessment and to propose a vocabulary education plan reflecting the result. This assessment was written in focus of semantic relation to identify category, integrated and analytical knowledge of Korean verbs acquired by foreign learners and as a result, the following educational implications were made. First, the learners' knowledge about the vocabulary combinational relationship was very limited. Second, learners are not interested in vocabulary's synonymous relation and antonymous relations. Lastly, there needs to be a concern about postpositional particle-use education. The results of these kinds of research, observes the learners vocabulary acquisition process to determine Korean textbook and present vocabulary level in appropriate in terms of learners' perspective, and provide an opportunity to check if current professors' method is adequate and valid.

Diagramming for Individualized Learning Process Based on Assessment in Mathematics Education (수학교육에서 평가결과에 기초한 개별화 학습과정의 위계도)

  • 변두원;정인철;박달원;노영순;김승동
    • The Mathematical Education
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    • v.43 no.1
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    • pp.70-85
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    • 2004
  • Comparing to the other subject, hierarchy among mathematical contents is strong from the perspective of knowledge order as grades go up. That is, the knowledge that students already have learned, are learning and will learn are closed related from grade to grade. We expect students to be proactive and creative in studying mathematics, which is the goal of 21th century, analyzing their. knowledge structure based on the hierarchy of knowledge through assessment. Especially, using computer system we provide students with substantial feedback for the assessment as well as objective validity is increased along with speedy and exact process in a bid to help students' mathematical understanding grow. This paper seeks to analyze the assessment data by applying knowledge spaces to computer system and develops efficient methods based on the analyzed results, to diagram each student's knowledge structure.

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Self-Assessment in Mathematics (수학교과에서의 자기평가)

  • 최승현
    • School Mathematics
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    • v.1 no.1
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    • pp.123-133
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    • 1999
  • For an appropriate assessment in mathematics, students should play an active role in their learning by becoming aware of what they have learned in mathematics and by being able to assess their attainment of mathematical knowledge. The process of actively examining and monitoring students' own progress in learning and understanding of their mathematical knowledge, process, and attitude is called self-assessment, Researchers in mathematics education have found some important facts about the meta-cognitive process which is related to self-assessment : i. e. meta-cognition progress is composed of being aware of ones' own personal thinking of content knowledge and cognitive process(self-awareness) and engagement in self-evaluation. Tipical method for self-assessment in mathematics developed upon above finding about meta-cognitive progress is describing about students' knowledge and their problem solving strategies. In the beginning of the description in mathematics about themselves, students are required to answer which part they know and which part they don't know. Self-assessment of students' attitudes and dispositions can be just as important as assessment of their specific mathematical abilities. To make the self-assessment method a success, teachers should let students' have confidence and earn their cooperation by let them overcoming fear to be known the their ability to other students. In conclusion, self-assessment encourages students to assume an active role in development of mathematical power. For teachers, student self-assessment activities can provide a prism through which the development of students' mathematical power can be viewed.

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Effects of Excellent or Bad Handwriting on the Writing Assessment (쓰기검사에서 글씨체가 평가결과에 미치는 영향)

  • Yu, Gyung;Kim, Lak-Hyung
    • Journal of Oriental Neuropsychiatry
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    • v.25 no.2
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    • pp.133-142
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    • 2014
  • Objectives: The aim of this study was to investigate the effects of handwriting on the writing assessment, according to whether the handwriting is excellent or bad. Methods: A total of 24 elementary and middle school teachers participated in this study and assessed 6 original writings and 6 transcriptions of the same original writings using the HWP 2007 program. Six writings were collected from elementary students of 4th to 6th grades, 3 of 6 students presented with excellent handwriting and 3 of 6 with bad handwriting. The assessments were done according to the standards of propositional knowledge assessment (You & Jeong, 2008). Results: In the excellent handwritings, the rules of orthography and the contents of introduction of the original writings were scored higher than those in the transcriptions. The difference between transcription and original writing showed minus scores in original writing assessments and plus scores in transcription assessments. In the propositional knowledge score and its subscales scores - content knowledge, text knowledge, language knowledge and text context knowledge -, were differences in transcription assessments significantly higher than those in original writing assessments. Several assessment indices - clarity of the ending, contents of introduction, appropriate contents, rules of orthography, structured composition and various vocabularies showed significantly higher differences in transcription assessments than those in original writing assessments. Conclusions: The excellent handwriting could be assessed high and the bad handwriting could be assessed low. These results suggest that we should consider the effects of handwriting factors on the results of writing assessment and that the transcription could be used for an accurate writing assessment.

Evaluation of Pain Assessment Education Program for Nurses (간호사를 대상으로 한 통증사정 교육프로그램의 효과)

  • Lee, Jong Kyung
    • Korean Journal of Adult Nursing
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    • v.19 no.1
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    • pp.66-77
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    • 2007
  • Purpose: This study was performed to evaluate the effectiveness of a pain assessment education program developed for nurses. Methods: Research design of this study was nonequivalent control group quasi-experimental study. Subjects for this study were 56 nurses for control group, and 53 nurses for experimental group. The experimental group participated in pain assessment education program. Data were collected before and 6 months after the program and analyzed using the SPSS 12.0 program. Results: The results of this study were as follows: In pretest, there were no significant differences in general characteristics, knowledge of pain, attitude toward pain and pain assessment behaviors. In post test, the experimental group had significantly higher scores of pain knowledge scores and pain assessment behaviors than control group. However, attitude toward pain remained unchanged. Conclusion: According to the results, pain assessment education program was effective in improving pain knowledge and pain assessment behavior.

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A Case Study on the Assessment Method for Quality Circle as Knowledge Activity (지적 활동으로서의 분임조 활동의 평가방법에 관한 사례연구)

  • 유한주;김미현
    • Journal of the Korean Society for Quality Management
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    • v.31 no.4
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    • pp.117-126
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    • 2003
  • In order to maximize the effect of TQM in the Korean industry, quality circle activity as a bottom­up management should be expanded and revitalized. Quality circle activity can be regarded as a kind of knowledge activity where new knowledge is created and knowledge is shared in the economy. This paper proposes new metrics of intangible effect as knowledge assessment focusing on the intellectual capital aspect of quality circle activity, that may be useful for revitalizing quality circle activity from viewpoints not only of financial effect but also of intellectual capital aspect. New metrics of intangible effect consist of two factors: the intellectual capital effect and the intellectual maturity effect. In order to test the validity of new metrics, a case study of 11 companies was done. The result of the case study is that two factors as an intangible effect of quality circle activity should be evaluated to identify the total effect of quality circle activity correctly.

DYNAMIC RULE MODIFICATION THROUGH SITUATION ASSESSMENT

  • Byun, Seong-Hee;Chiharu Hosono
    • Proceedings of the Korean Institute of Intelligent Systems Conference
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    • pp.552-555
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    • 1998
  • In dealing with representing knowledge under uncertainty there is a sustain tendency to increase flexibility in order to avoid problems of inconsistency in the knowledge. Many knowledge systems(information retrieval systems, expert system) include hybrid representation models. Funny retrieval systems appear as a complement or as an enrichment of this models. In this paper, we describe dynamic rule modification through situation assessment for uncertainty management.

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Effects of Action Learning Based Health Assessment Class on Nursing Students' Self-confidence and Knowledge of Health Assessment, Critical Thinking Ability, and Class Satisfaction (액션러닝 기반 건강사정 수업 운영의 간호대학생의 건강사정에 대한 자신감, 건강사정 지식, 비판적 사고능력, 수업 만족도에 대한 효과)

  • Kim, Myo-Gyeong
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.25 no.4
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    • pp.259-268
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    • 2018
  • Purpose: The purpose of this study was to identify the effects of the action learning approach on the self-confidence and knowledge of health assessment, critical thinking ability and class satisfaction in students taking health assessment courses. Methods: This non-equivalent control group pretest-posttest study enrolled 127 nursing students as participants, with 64 and 63 in the experimental and control group, respectively. These two groups attended 33 hours (2 or 4 hours per week for 11 weeks) of action learning and traditional classes, respectively. Differences in the dependent variables between the two groups were compared before and after the intervention using independent t-test. Results: The action learning group reported significantly greater self-confidence in health assessment (t=5.10, p<.001) and critical thinking ability (t=2.23, p=.027) than the control group. There was no significant difference in knowledge of health assessment or class satisfaction between two groups (p>.05). Conclusion: These findings indicate that action learning is an effective intervention for enhancing self-confidence and critical thinking ability in nursing education.

Analysis for Practical use as a Learning Diagnostic Assessment Instruments through the Knowledge State Analysis Method (지식상태분석법을 이용한 학습 진단평가도구로의 활용성 분석)

  • Park, Sang-Tae;Lee, Hee-Bok;Jeong, Kee-Ju;Kim, Seok-Cheon
    • Journal of The Korean Association For Science Education
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    • v.27 no.4
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    • pp.346-353
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    • 2007
  • In order to be efficient in teaching, a teacher should understand the current learner's level through diagnostic evaluation. This study has examined the major issues arising from the noble diagnostic assessment tool based on the theory of knowledge space. The knowledge state analysis method is actualizing the theory of knowledge space for practical use. The knowledge state analysis method is very advantageous when a certain group or individual student's knowledge structure is analyzed especially for strong hierarchical subjects such as mathematics, physics, chemistry, etc. Students' knowledge state helps design an efficient teaching plan by referring their hierarchical knowledge structure. The knowledge state analysis method can be enhanced by computer due to fast data processing. In addition, each student's knowledge can be improved effectively through individualistic feedback depending on individualized knowledge structure. In this study, we have developed a diagnostic assessment test for measuring student's learning outcome which is unattainable from the conventional examination. The diagnostic assessment test was administered to middle school students and analyzed by the knowledge state analysis method. The analyzed results show that students' knowledge structure after learning found to be more structured and well-defined than the knowledge structure before the learning.

The Effects of Portfolio Assessment on Elementary School Students' Science Knowledge, Inquiry Ability and Science Attitudes (자연과 수업에 증거집(포트폴리오) 평가의 적용이 초등학교 학생들의 과학 지식, 탐구능력 및 태도에 미치는 영향)

  • Kim, Hye-Jeong;Kim, Chan-Jong
    • Journal of The Korean Association For Science Education
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    • v.19 no.1
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    • pp.19-28
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    • 1999
  • The major purposes of this study are to examine the effects of portfolio assessment on elementary school student's science knowledge, inquiry ability, science attitudes and to investigate students' perceptions on portfolio assessment. Control group consists of 45 fourth-graders at M-Elementary school located at Miwon, Chongwon-gun, Chung-buk and experimental group 36 fourth-graders of G-Elementary school located in Daejeon-si. The inventories of scientific knowledge I, inquiry ability, and science attitudes were administered to both groups as a pre-test. The experimental group was given portfolio assessment instruction and control group traditional instruction for about six weeks. Inventories about scientific knowledge 2, inquiry ability, and science attitudes were administered to both groups as a post-test. A questionnaire on the perception on portfolio assessment was given to experimental group after the treatment. The results were statistically analyzed with SPSS. Control group showed higher score on scientific knowledge than that of experimental group (p<0.5). No statistically meaningful difference was identified in inquiry ability and scientific attitude. More in-depth analysis revealed that scientific attitudes were improved statistically meaningfully by portfolio assessment. The students' perceptions on portfolio assessment is very positive. Students have positive responses on interests in portfolio assessment, feelings of involvement in learning, self-regulated learning, higher levels of thinking, intentions of participation in portfolio assessment.

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