• The Journal of Korean Institute for Practical Engineering Education
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• v.1 no.1
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• pp.25-29
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• 2009

Assessment of program achievement is an essential item to analyze and improve the engineering education program. Program achievements are the abilities to be obtained after finishing the 4 year engineering program, and the program achievements should be evaluated for the quality improvement of program. There are two important considerations to determine the assessment method. the first one is reliability and the second one is the feasibility. In this paper, we propose a assessment tools and introduce the assessment methods of program outcomes. The proposed method is designed to enhance the reliability and feasibility of assessment in engineering education.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.90-106
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• 2018

The purpose of this study is to examine the effect of the backward design reflecting the process-focused assessment on science learning achievement and science learning motivation in elementary science class. The process-focused assessment to support the growth and development of learners and the backward design that seeks a learner's complete understanding can be of great help to science learning. The results of study are as follows. First, we conducted the backward design reflecting the process-focused assessment centering on 'Earth and Moon's movement' unit, and reflecting various process-focused assessment to help achieve achievement standards. Second, as a result of science learning achievement test and science learning motivation test, there were statistically significant differences in the experimental group. It is expected that the process-focused assessment reflecting the characteristics of science subject will be utilized in the school field in conjunction with the backward design.

• Journal of the Korea Society of Computer and Information
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• v.14 no.2
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• pp.201-209
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• 2009

According to previous researches about online evaluation in many e-Learning contents, it took too much time and effort to generate test questions for formative or achievement tests using a database as an item pool. Furthermore, it is hard to measure accomplishment of learners for each unit through overall tests provided by existing e-learning contents. In this paper, to efficiently cope with problems described above, the item pool based on Item Form was transformed into Interaction Date Model in Run-Time Environment of SCORM2004. And the contents for the math concepts and principles that students would learn from regular classroom were developed in accordance with SCORM. In addition, Confidence Factor Function was used to take an objective view in measuring the accomplishment of learners through the items automatically generated by LMS(Learning Management System).

• Journal of Gifted/Talented Education
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• v.16 no.2
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• pp.193-214
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• 2006

This study is focused on the trends in education and polices for women in Korea. First, historical background of education for women in Korea revealed that a biased view of education for women was deeply rooted. Next, several findings such as international comparison of performance on the PISA, TIMSS, and National Assessment including gender differences especially in Mathematical and Science performance were analyzed. In international assessments, female students perform better in reading literacy, but still fall behind male students in mathematical and scientific literacy, and the gap between the genders are wider than most OECD countries. The change in status of women in contemporary Korea is examined focusing on educational system and women's educational and vocational performance, etc. Additionally, policies planned by Ministry of Science and Technology which show the many execution plans for training and supporting female professionals were presented. Finally, possible reasons for gender differences in educational performance is examined and some suggestions are provided to reduce the gender gap in mathematical and scientific literacy of Korean students.

• Journal for History of Mathematics
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• v.24 no.4
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• pp.157-180
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• 2011

This paper analyzed about gender difference in the achievement of underachievers of high school students while learning using technology. Participants were composed of 67 underachievers on first grade in high school located in a metropolitan city. That had never used a mathematics educational calculator before. Target participants were divided into two groups: experiment group that studied activity papers with a CAS calculator. And control group that studied the same activity papers using only paper-and-pencil. The content of the activity papers for the two groups was the same, but the structure differed. The two groups completed mathematics achievement tests both before and after the activity papers. The results are that find out no difference of the mathematics achievement between boys and girls in each group, and that the mathematics achievement of boys in experiment group are better than one of boys in control group, and also girls.

• Journal of the Korean Society for information Management
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• v.31 no.3
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• pp.331-351
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• 2014

This study analyzed students', parents of student, and school master' survey materials and reading, math, and science knowledge performance based on OECD PISA 2009 Koreana data. Also, school library level variables grasped the impacts of academic achievement. Through this study looked for suggestion to improvement, educational accountability and leverage of school library. The results, first, when they use reading more pleasantly thought, they achieve higher scores in academic performance. Second, when they use more books and reading resources in housekeeping, they achieve higher scores in academic performance. Third, when they were more visits school library for exploit internet, they achieve higher lower scores in academic performance. Fourth, when the member of the staff in the school library are more lack of people, they achieve lower scores in academic performance. Fifth, private education's experience in reading have a negative influence in reading achievement and science achievement. Sixth, school library's visiting and library application study about national language curriculum in the impacts of academic performance would not change statistical evaluation significantly.

• (The) Korean Journal of Educational Psychology
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• v.22 no.1
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• pp.215-234
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• 2008

This study investigates the effect of cloze procedure using either cartoons or texts on academic interests and reading achievements. Three equivalent classes were selected from an 1st grade in elementary school in terms of academic interests and reading achievements. While two experimental conditions used cloze procedure either with cartoons or texts during 15 lessons, the control condition used a traditional reading procedure. The results indicated that cloze procedure with cartoons enhanced academic interests in reading only for low achievement participants. Cloze procedure condition also outperformed the control condition on both immediate and delayed dictation test. In particular, cloze procedure with cartoons were quite effective for low achievement participants. Lastly, both types of cloze procedure facilitated overall comprehension test score, specifically inferential understanding test score but not factual understanding test score. Based on these findings, the types of text and learning strategy to improve academic interests and reading-related achievements were discussed.

• Journal of Korean Home Economics Education Association
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• v.25 no.4
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• pp.29-46
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• 2013

The concepts of core competencies and achievement standards were newly introduced within national curriculum documents since the 2009 Revised National Curriculum. The purpose of this introduction was to develop a curriculum that reflects unique characteristics of each subject and for the effectiveness of student evaluation. The purpose of this study was to suggest a direction for the future national curriculum and achievement standards development through comparing the national curriculum and standards between South Korea and the U.S. In particular, this study focused on two aspects: 1) the hierarchical relationships and the structural system of achievement standards in the curricula of two countries, and 2) the details of differences in two countries' achievement standards of a specific content area, 'family'. The results are as follows: the Korean national curriculum includes core competencies was included in the objective statement, and standards were provided as a lower-level system, while the U.S. national standards was composed of hierarchical system of comprehensive standards(higher-level), contents standards(middle-level), and competencies(lower-level). This may be attributable to the difference in the definition of competencies. The analysis results of detailed contents of the curriculum was related to the terminologies used in curriculum documents of the two countries. For example, work and family balance was frequently mentioned in Korean document, while the U.S. national curriculum just displayed multiple roles of individuals rather than using the term explicitly. Also, terms such as happiness and welfare were frequently mentioned in Korean curriculum, while 'well-being' was more frequently used in the U.S. curriculum. These differences in usage of terms reflects the differences in cultural values and perspectives of the two countries.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.47-56
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• 2016

In order to nurture creative talent in the 21st century knowledge-based society in elementary education software is carried from the year 2018. The educational content and achievement standards to conduct a software education had been made in the 2015. In this study, the recognition of educational software for elementary school teachers 199 people is investigated. Findings are as follows. Elementary education is the first software required, and is lacking in 17 hours. Second, the idea of a common training software education, teaching and learning methods, evaluation methods, how to develop information materials. Third, lower cognitive development and educational materials for the teaching methods appropriate for understanding, achievement standards for achievement standards. Therefore, should allow teacher training teaching materials development, assessment methods, teaching methods suitable for the achievement standards available to all teachers throughout the school know.

• The KIPS Transactions:PartA
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• v.10A no.5
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• pp.571-578
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• 2003

The appearnace of web technology has accelerated the development of the multimedia technology, the computer communication technology and the multimedia application contents. Researches on WBI(Web-based Instruction) system have combined the technology of the digital library and LOD,. REcently WBI(Web-based Instruction) model which is based on web has been proposed in the part of the new activity model of teaching-learning. As the demand of the customized coursewares from the lwarners is increased, the needs of the efficient and automated education agents in the web-based instruction are recognized. In this paper we propose a system monitors learner's behaviors constantly, evaluates them, and calculates his accomplishment. And the system offers suitable course to learner applying this accomplishment degree to agent's schedules. Therefore, the learner achieves an active and complete learning from the repeated and suitable course semantic-based retrieval.