• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.315-321
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• 2007

현재 과학과 수행평가는 교사평가가 주를 이루고 있기 때문에 평가 결과의 피드백이 신속하게 이루어지지 못하고, 동료평가가 거의 이루어지지 않는다는 문제점이 있다. 따라서 본 연구에서는 웹의 장점을 이용하여 인터넷 상의 다양한 자료를 보고서 작성에 이용할 수 있고 동료평가와 교사평가를 동시에 시행할 수 있는 웹 기반 과학 보고서 수행 평가 시스템을 설계하였다. 이 시스템의 흐름은 교사의 평가 과제 제출을 시작으로 학생들이 각자 다양한 정보를 수집하여 보고서를 작성하며 작성된 보고서를 동료 및 교사가 일정한 평가 기준에 의거하여 평가한 후, 학습자에게 평가 결과를 피드백하는 것으로 설계되었다. 이러한 시스템을 통해 교사의 업무 부담 경감은 물론, 학습자의 학습 의욕과 성취도 향상을 기대할 수 있다.

• Nuclear industry
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• no.1112 s.10
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• pp.52-55
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• 1982

$\lceil$원자방사선의 영향에 관한 UN과학위원회$\rfloor$ (UNSCEAR)는 최근 1982년 보고서를 정리했다. UN과학위원회의 보고서는 환경중의 방사성물질수준, 방사선의 신체적${\cdot}$유전적 영향 및 방사선의 위험도에 관한 가장 포괄적인 보고서로 평가받고 있다. 이번 보고서는 77년이 보고서이후 5년만에 나온 것으로서 최신 데이터를 수록하고 있다.

• Journal of the Korean Chemical Society
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• v.65 no.3
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• pp.209-218
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• 2021

This study investigated the condition of chemistry teacher's student competency assessment based on the inquiry report. To this end, an inquiry report was collected for chemistry teachers who took the training at two universities that conducted the 2020 first-class chemistry teacher training. The science subject competencies presented in NAEA analysis framework was used to analyze what kind of competencies teachers assess students through inquiry reports. A total of 63 chemistry teachers submitted inquiry reports, which were analyzed by competency, sub-element of each competency, and detail element to analyze the actual situation. As a result of the study, most chemistry teachers reflected their 'scientific inquiry and problem-solving ability' in their evaluation through inquiry reports. 'Ability to understand and apply scientific principles', which is mainly evaluated through paper-based evaluation, was partially used as confirmation of prerequisite learning at the beginning of the inquiry and the weight of evaluating 'scientific communication skill' was not large. In 'scientific inquiry and problem-solving ability' through inquiry report, 'design and conduct explorations', 'data analysis and interpretation' and 'drawing conclusion and suggesting solution' were mainly assessed. However, 'discover and recognize problems' and 'development and use of model' were hardly assessed.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.182-195
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• 2023

The purpose of this study was to analyze reports from research middle schools based on the criteria for process-focused assessment to find out how the characteristics of process-focused assessment were being implemented in middle school science classes. The analysis criteria for the characteristics of process-focused assessment (integration of lessons and assessments, evaluation elements and methods, content and timing of feedback, and learner growth management) were extracted. Using the analysis framework, the result reports of seven research middle schools for process-focused assessment were analyzed. In terms of integration of lessons and assessments, when the process-focused assessment was operated, the class and evaluation plan were well implemented based on the curriculum achievement standards, but the process-focused assessment was recognized as a performance evaluation. In terms of evaluation elements and methods, the evaluation element for knowledge was the main component, and competency was presented in the planning stage, but competency was not dealt with in class execution. The evaluation method was biased toward teacher-centered observation evaluation and written test, and the setting of scoring criteria for each evaluation element was insufficient. In terms of the content and timing of feedback, feedback was mainly provided based on achievement confirmation, but no case was found in which scaffolding was provided at an appropriate time for insufficient parts in the learning process. In terms of the learner's growth management, the competencies cultivated through science classes were included in the detailed subject specialties of the school record. However, little was shown in the report on how to systematically manage the process of developing learners' competencies and reflect the evaluation results to teachers' class improvement.

• Journal of The Korean Association of Information Education
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• v.12 no.1
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• pp.41-48
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• 2008

Current performance evaluation of the natural science section mainly focuses on teacher evaluation, which causes slow feedback on the evaluation result and little evaluation on colleagues due to limits of time and space. In addition, report performance evaluation, which is a main target of the evaluation in the natural science section, is conducted mostly based on records of experiments and observation without any systematic forms. Such performance evaluation cannot meet expectation on the evaluation for a self-adjustment through instant feedback on the evaluation result and improvement of motivation through sharing common performance standard. Therefore, the study here completes an experiment/research report through information sharing and discussion among colleague learners based on the web and uses it for colleague or teacher evaluation. In addition, it is intended to recognize needs of learners and develop a performance evaluation system that can provide learners with appropriate feedback through the result.

• Korean Journal of Forensic Psychology
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• v.12 no.2
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• pp.223-251
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• 2021

Statement analysis is a technique that examines the credibility of a statement by scientifically analyzing problems and psychological characteristics that appear in the content of the statement. The statement analysis report is prepared, submitted, and used for legal judgments when there is a suspicion of sexual abuse for children(under 13 years of age) and persons with disabilities since it is usually difficult to secure physical evidence nor eyewitnesses. However, the criteria for evaluating the quality of a statement analysis report or testimony are not available in Korea. Although forensic experts and professional organizations in North America and Europe are providing recommendations and guidelines for preparing forensic assessment reports, qualitative analysis research studies for forensic reports revealed a number of problems such as missing or poorly described essential information and lack of logical connection between evaluation results and forensic opinions. Therefore, forensic evaluation guidelines and forensic reports submitted to the courts in the United States, as well as the Structured Quality assessment of eXpert testimony (SQX-12) developed in Sweden were examined to suggest the Korean version of quality evaluation criteria for statement analysis report and testimony. This criteria can be used to improve effectiveness of forensic reports within criminal justice system and used as a guideline to assess the quality forensic reports or expert testimony prepared by experts. However, this criteria do not guarantee the reliability of the statement itself.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1075-1083
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• 2015

The purpose of this study is to develop a checklist for helping students write scientific inquiry reports after conducting open inquiry. To do this, eight scientifically gifted middle school students' worksheets for open inquiry, inquiry activities during conducting open inquiry, and final scientific inquiry reports were analyzed. Parts that were considered unsuitable in the writing inquiry reports as well as good parts were identified, and using this result, a checklist for helping students write good inquiry reports was developed. The checklist consisted of five categories and 46 items. The checklist was applied to inquiry reports written by seven other gifted students. Analyzing agreement rates of the checklists with two evaluators, high reliability could be obtained. Finally, recommendations for more effective use of the developed checklist were discussed.

• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.113-130
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• 2003

In this study, learning materials that can be applied for web-based distant learning model were developed based on the characteristics of elementary school science in which investigation skills and thinking ability are considered to be important. And the effect of students' activity in a reports on student's investigating and thinking ability was investigated. While designing diverse experimental procedures, the students had. an opportunity to improve their observation attitude and way of scientific thinking. Such improvement was possible, only because the present web-based distant learning model consists of requiring an interaction between the students and a report and evaluation system which can put together such effort. Still, it was acknowledged that, as being in lack of teacher's direct support and supervision, the present web-based distant learning model might be somewhat ineffective in guiding the students in accordance with their own characteristics. For example, the students had a tendency to maintain their basic idea and style even when their reports are individually examined and corrected in terms of the format of the report.

• Journal of Information Management
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• v.36 no.3
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• pp.167-182
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• 2005

This study is to provide the customer's satisfaction and the economic evaluation model for the KISTI S&T Informaion Analysis Report with the results of the survey. Recently the important issue for the informaion analysis service is make policies that reflect the proper demand and satisfaction of customers. In this paper, we explain how the evaluate of information analysis service in the customer's satisfaction and the economic valuation model can be estimated using survey. In such a setting, the customer's satisfaction and the economic evaluation model are important methods for the reflection of monitored information in national scientific and technological policies.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.507-515
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• 1999

This study is to develope the performance scoring rubrics for the inquiry-based experiments of general chemistry course in the college of education. Two types of analytic scoring rubrics have been developed for nine different experiments. The first one is to assess scientific process skills from the written experimental reports. These analytic scoring rubrics include seven process skills selected from the Lawson's 'creative and critical thinking skills' and other known process skills. The second one is to assess the individual manipulative skills and experimental attitudes through direct observations by the teacher. The content validity of all scoring rubrics was testified by six science educators. Also the inter-scorer reliability of analytic scoring rubrics administered on the students' experimental reports was examined. The correlation coefficient between the scores obtained from the experiments and those of the written test for theoretical knowledges was found to be r=.663(p <.01). From the variance($r^2$=.440), we would say indirectly that the 56% of this experimental assessment does not overlap with the theoretical knowledges test and assesses students' science process skills, manipulative skills, and attitudes.