• 대한수학교육학회지:학교수학
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• 제8권1호
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• pp.69-88
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• 2006

학습 수준이 낮은 학생들일수록 교육 내용의 조직이나 제시 방식에 따른 영향을 많이 받는 것으로 알려져 있다. 따라서 교육 내용의 조직이나 제시 방식의 미묘한 차이에 따라 학습 수준이 낮은 학생들의 반응이 어떻게 달라지는지를 파악하는 연구가 필요하다. 이 논문에서는 2004년에 실시된 초등학교 3학년 국가수준 기초학력 진단평가의 한 영역인 기초 수학의 평가 결과를 토대로 하여, 동일한 성취기준에 속한 평가 문항일지라도 그 조직과 제시 방식에 따라 학생들의 정답률이 어떻게 달라지는가를 알아보았으며, 그러한 내용을 바탕으로 수학 기초학력에 미도달한 학생집단의 특성을 밝히고자 하였다. 그러한 분석 내용에 비추어 몇 가지 사례를 중심으로 현행 초등학교 수학 교과서와 교사용 지도서의 개선 및 부진아를 대상으로 한 교재 집필에 유용하다고 여겨지는 구체적이면서 실질적인 지침을 제시하였다.

• 한국학교수학회논문집
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• 제3권1호
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• pp.149-163
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• 2000

The Ministry of Education have had us practice the performance test as a substitute proposal, however, all the more for the idealistic purport, our education front does not have such a sufficient condition as to practice the performance test for many classes and miscellaneous duties and over-populated class, and that practice has been enforced so abruptly without any drastic preparation and has caused much confusion from the beginning of that enforcement. Thus, these problematic concerns are remained as the tasks of the teachers to be solved by themselves in the front of education, and herein I came to do this research. The followings are the conclusions that I got as the results of the research (1) Performance test style should be applied in consideration of the students' achievement level and the gap of the teachers' recognition; descriptive test, portfolio assignment and formative test styles were proper for the students lacking basic study ability. (2) Descriptive test should have its beginning with the question items to which students can write the problem solving procedure logically rather than those to evaluate the creation ability and thinking ability: and putting down specifically the assessment standard could prevent students' confusion and scheme the impartiality of the assessment. (3) Portfolio assignment evaluation should be given with as interesting and suitable amounts as possible so that the students can do by themselves. (4) Utilizing the performance test table enabled easy management of documentary evidence. And it is needless to say that the success of the performance test should have preceding conditions like the teachers' understanding and their positive participation. Therefore, I'd like to give suggestions herein like the followings; (1) The performance test should not always be made into grades, and there is a need to develop the test gradually in the condition that the education surroundings permit by checking time, frequency, ratio and contents of the test while practicing the multiple choice writing test. (2) As long as the performance test has the aims of improving the studying and learning activities, any performance test only for the sake of making numerals with the thought that assessment is the disposal of the grades should be avoided, and the change of the lecturing styles and development of various assessing types and studying materials should be endeavored to confirm with the aims.

• 컴퓨터교육학회논문지
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• 제15권6호
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• pp.33-41
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• 2012

본 논문은 온라인 평가 문항 관리 시스템 및 방법에 관한 것이다. 제안하는 시스템은 학습자 정보 데이터베이스, 영역별, 난이도별로 분류된 문항을 저장하는 문제 은행 데이터베이스로 구성된다. 문제은행 데이터베이스는 특정 학습자 또는 특정 학습에 대한 문항을 선택하는 문항 선제부, 특정 학습자 또는 특정 학습에 대한 문제지를 제작하는 문제지 제작부, 문제지를 저장하였다가 온라인 테스트를 수행할 때 출력하는 문제지 은행 데이터베이스를 포함한다. 학습자가 온라인 테스트에 제출된 문항들에 대한 문항 선택순서, 보기 선택순서, 클릭회수, 반응시간에 대한 평가 데이터를 수집하는 온라인 테스트부, 및 온라인 테스트부로부터 수집된 학습자의 온라인 테스트 평가 데이터를 분석하여 학습자의 학습수준과 학습능력, 성향을 평가하고 진단하여 보고하는 반응패턴 분석부를 포함한다. 제안하는 시스템은 보기 선택순서, 클릭회수, 반응시간을 학습자의 평가결과에 반영하여 효율적으로 학습자의 학습수준과 학습능력, 성향을 평가하고 진단할 수 있다.

• PNF and Movement
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• 제13권4호
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• pp.203-213
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• 2015

Purpose: Deficits in lower-extremity function and trunk control ability have a negative impact on individuals with hemiplegia. This case report aimed to describe the effect of trunk stability exercises using proprioceptive neuromuscular facilitation (PNF) on trunk control ability, balance, and gait in a patient with hemiplegia. Methods: A 77-year-old man with hemiplegia and trunk and lower extremity impairment participated in this four-week training intervention. Results: The patient demonstrated improvements in trunk control ability, balance, and gait performance. Outcome measures (Fugl-Meyer Assessment Lower Extremity (FMA-LE), Trunk Control Test, Berg Balance Scale, Timed Up and Go test, 10 Meter Walk test) were measured before and after the training program. Conclusion: The results of this case suggest that a trunk stability exercise using a PNF program may improve trunk control ability, balance, and gait in a patient with hemiplegia.

• 한국식품영양과학회지
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• 제41권9호
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• pp.1253-1258
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• 2012

본 연구에서는 복분자 섭취가 노화에 의한 기억력 감퇴에 개선 효과를 나타내는지 조사하기 위해 노화촉진마우스 (SAM)를 사용하여 평가하였다. 28주령 SAMP8 마우스에 복분자 시료를 100 mg/kg body weight/day로 8주간 투여한 후 수동회피시험과 수중미로시험을 실시하여 기억력 개선효과를 평가하였다. 수동회피시험에서 노화 촉진 동물(SAMP8)은 대조동물(SAMR1)에 비해 밝은 방에서 체류시간이 현저히 감소하였다. 복분자를 섭취한 노화 촉진 동물의 밝은 방에서의 체류 시간은 복분자를 섭취하지 않은 동물에 비해 현저히 증가하였다. 수중미로실험에서 대조 동물에 비해 노화 촉진 동물의 평균 탈출잠복기는 길었고, 복분자를 섭취한 경우 평균 탈출잠복기가 유의적으로 감소하였다. 뇌의 대뇌피질과 해마 조직에서 대조군에 비해 노화 촉진 동물의 acetylcholinesterase 활성이 증가하였다. 복분자를 섭취한 노화 촉진 동물의 해마 조직 내 acetylcholinesterase는 복분자를 섭취하지 않은 동물에 비해 유의적으로 감소하였다. 이 결과들은 복분자가 노화촉진마우스에서 노화에 의한 기억력 감퇴에 대한 개선 효과를 나타내며, 이는 콜린성 신경전달에 중요한 역할을 하는 acetylcholinesterase 활성 감소를 통해 이루어짐을 나타낸다. 향후 더 많은 연구가 수행 되어야 하나, 본 연구는 복분자가 노인의 기억력 개선제 개발에 좋은 기능성 소재로 활용할 수 있음을 제시한다.

• The Journal of Korean Physical Therapy
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• 제20권3호
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• pp.9-18
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• 2008

Purpose: We determined the effect of global synkinesis(GS) on gait ability, muscle contraction, and central neuron action potentials in post-stroke hemiplegic subjects. Methods: Thirty hemiplegia patients were evaluated for walking ability, muscle contraction, central neuron action potential, and comparing differences between the H-GS(high-global synkinesis) group and L-GS(low-global synkinesis) group. To obtain the GS level, surface electromyography(EMG) data were digitized and processed to root mean square(RMS). Walking ability was tested with a modified motor assessment scale(MMAS), a 10 m walking test, timed up and go(TUG) test, and a Fugl-Meyer assessment(FMA). Muscle contraction ability was measured as maximal isometric contraction(MIC) peak, MIC slope, and MIC ramp up using mechanomyography(MMG). Central neuron action potential was measured as the H/Mmax ratio or V/Mmax ratio using EMG. The data were analyzed with t-tests to determine the statistical significance. Results: MMAS(p<0.01), 10 m walking velocity(p<0.01), TUG(p<0.01), FMA-HKA(Hip, Knee, Ankle)(p<0.05), FMA-coordination(p<0.05), MIC peak (p<0.05), MIC slope(p<0.01), and MIC ramp up(p<0.05) were significantly different between H-GS and L-GS, as was the V/Mmax ratio(p<0.05), but H/Mmax was not. Conclusion: Lower GS levels indicated better walking ability and motor function. Therefore, intervention programs should consider GS levels in gait training of chronic hemiplegia.

• 대한가정학회지
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• 제40권2호
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• pp.57-66
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• 2002

This study investigated institutionalized children's behavior problems depending on their cognitive abilities. Subjects were 185 institutionalized children in 15 child-welfare facilities in Seoul (132 preschooler and 153 primary schoolers; 106 boys and 79 girls). Institutionalized children's cognitive abilities were measured using the Comprehension and Picture Completion Assessment, two subsets of K-WPPSI (Park et al., 1996) Comprehension and Picture Completion Assessment belong to verbal and performance scale, respectively. Measures of behavior problems included anxiety, immaturity, social withdrawal, physical symptom, hyperactivity, and aggression. Data were analyzed with mean, standard deviation, and t-test. Results showed that institutionalized children had higher scores in Picture Completion Assessment than Comprehension Assessment. Furthermore, institutionalized children with low scores in Comprehension Assessment were higher in anxiety and social withdrawal than children with high scores in Comprehension Assessment.

• 대한감각통합치료학회지
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• 제20권1호
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• pp.14-25
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• 2022

목적 : 본 연구는 두뇌타이밍 능력이 낮은 아동을 대상으로 상호작용식 메트로놈(Interactive Metromome; IM)을 이용한 두뇌타이밍 훈련을 적용한 후 읽기 능력에 미치는 효과를 파악하고자 하였다. 연구방법 : 2019년~2021년에 아동발달연구소에서 IM 훈련을 시행한 아동 중 타이밍 능력이 자신의 연령 평균보다 낮은 아동 8명의 자료를 수집하여 검사 전-검사 후의 변화를 비교하였다. 두뇌타이밍 훈련은 주당 2~3회기, 총 70회기 이상, 회기 당 40~50분으로 아동의 발달적 특성에 따라 적용되었다. 훈련 전후 두뇌타이밍의 변화는 IM의 전체형검사(Long Form Assessment; LFA), 읽기 능력은 기초학습기능 수행평가체제(Basic Academic Skills Assessment:Reading; BASA:R)로 측정하였다. 결과 : LFA의 두뇌타이밍 능력 평가결과 모든 아동의 전체 운동과제의 반응시간이 감소되어 두뇌타이밍 능력이 향상된 것으로 나타났고 통계학적으로도 유의한 차이를 보였다(p<.05). 또한 BASA:R의 읽기 검사와 빈칸채우기 검사의 원점수에서도 유의한 향상을 나타냈다(p<.05). 결론 : 본 연구는 두뇌타이밍 능력이 낮은 아동의 읽기 능력 향상을 위한 두뇌타이밍 훈련의 임상적 근거를 제시하였다는데 그 의의가 있다.

• 기본간호학회지
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• 제18권2호
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• pp.210-216
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• 2011

Purpose: The self-assessment ability of students is important in acquiring clinical skills. The study explored the self-assessment behavior of nursing students after OSCE (Objective Structured Clinical Examination). Methods: The participants were 90 nursing students. They assessed their performance just after an OSCE (assessment 1). They were given OSCE checklists and re-assessed their performance level (assessment 2). Assessments 1, 2, and an assessment by professor were compared and analyzed. Results: Students assessed themselves higher than professor. But, when students were divided into three groups according to score level, different behaviors were evident between the groups. The high-score group assessed themselves lower than the professor, while the mid-and low-score groups assessed themselves higher than the professor. Students' self-assessment more closely approximated the professor's assessment when they were given checklists. The correlation between assessments 1 and 2 was stronger in high-score group and weak in low-score group. Conclusion: The study results indicate that students tend to assess their skills higher than the professor, but their scores were more in line with the professor when they were provided with checklists, and students' self-assessment behavior differed in the different score groups, suggesting a need for customized feedback and a concern for students with low scores.

• 대한수학교육학회지:학교수학
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• 제1권1호
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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.