• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.465-475
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• 2015

The purpose of this study is to analyze the results of physics (optics) in nationwide standardized assessment and to investigate middle-school students' characteristics of achievement by using an option response rate distribution curve. For this purpose, we analyzed the 10 optics problems from the National Assessment of Educational Achievement (NAEA) items for middle school science subject conducted in 2010-2013. The results of this study are as follows; First, students showed a little higher achievement in optics than classical mechanics and electromagnetism. Second, students achieved significantly worse in 'formation of image' in 'light' part and 'variation of phase in propagation of wave' in 'wave' part. Third, students showed a context-dependent problem solving strategy and result. Additionally, we suggested some implications about the readjustment of some optics concepts level of national science curriculum, the need for teaching and learning strategies for basic level students, and the need for teaching and learning strategies focused on the realistic context.

• Journal of Engineering Education Research
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• v.26 no.6
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• pp.51-61
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• 2023

In this study, the effects of pre-learning attitude on learning participation and academic achievement was analyzed when applying the flipped learning methodology to engineering subject education. The modified PARTN teaching and learning model was applied, and pre-class survey, assessment on learning in pre-class, and post-class survey were conducted to analyze the effectiveness of flipped learning. The results were analyzed for 24 students who took the applied thermodynamics lecture. They were asked to take the course with the videos provided in the pre-class stage, and a pre-learning assessment was conducted to measure the completeness and understanding of the learning. As a result of the study, it was found that students with relatively excellent learning ability had excellent pre-learning evaluation results and excellent final academic achievement. In addition, the lower the pre-learning completion rate within the pre-learning period or the higher the learning rate using mobile devices, the more difficult it was to faithfully complete pre-learning, leading to poor pre-learning evaluation results. Meanwhile, the survey revealed that conducting pre-learning assessments were helpful in encouraging individual learning. In addition, cases reflecting pre-learning evaluation results to course grades showed higher pre-learning evaluation results than cases not reflecting pre-learning evaluation results to course grades, and in flipped learning classes, pre-learning evaluations act as a factor that promotes pre-class learning.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.2
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• pp.135-145
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• 2017

Purpose: The purpose of this study was to develop a program outcomes assessment system based on Course Embedded Assessment for nursing education. Methods: This study was conducted in accordance with the procedures of the developmental research method. Results: The major results are as follows. 1) The program outcomes were measured according to the Analytic Hierarchy Process. 2) The Course Embedded Assessment matrix was made according to program outcomes' weight, the curriculum-organizing principle, and achievement levels. 3) The Course Embedded Assessment rubric was developed in logical process, and consisted of a performance criterion, and rating scale. The content validity index of the Course Embedded Assessment rubric was 0.85. 4) An evaluation guideline and 12 documents were developed to facilitate the performance of the assessment system. 5) The average content validity index of the Course Embedded Assessment-based program outcomes assessment system was as high as 0.89. Conclusion: A Course Embedded Assessment-based program outcomes assessment system is more suitable for accreditation of nursing education than previous studies. Because this system evaluates the process of achievement as well as program outcomes, the results can also serve as immediate feedback to improve the educational process. Above all, this system facilitates that students check their achievements and strive to acquire core competencies in nursing.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.7
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• pp.69-78
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• 2017

This study researches and analyses the state of the learning achievement assessment of the basic curriculum of the special education in the viewpoint of the individualized education pursuing for the learning and growing of each person, and discusses the political plan for support on the basis of the results. The object of study was 129 special school teachers working in B metropolitan city applying for the basic curriculum. For the measurement, the tool developed by the examination of FGI and the specialist on the basis of test research related to the evaluation tools of the learning achievement assessment for the special education was used. As the result of analysing the real state, to evaluate the individual learning and growing in the aspect of the plan, criteria, period of the evaluation, the special education teachers were approaching in detailed and precise quality, and guiding and using the evaluation results in the various ways in the prospective of the curriculum. The recognition on the sub-element in the each area of the measurement tools showed the difference by gender, age, career, academic achievement, school class, foundation type. On the basis of the results of the real state, as the political support plan, some advice were proposed, which were the expansion of the autonomy of making the curriculum achievement standard and the evaluation system, improving the field and system of the learning achievement assessment, establishing the support system to strengthen the evaluation competences in accord with the teachers' background variables, etc.

• Quality Improvement in Health Care
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• v.17 no.1
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• pp.5-20
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• 2011

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.121-130
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• 2015

Identifying students' achievement level and reflecting it on educational policy making or instructional improvement by analyzing the results of nationwide standardized assessment is an integral part of accountability in education. On the basis of this premise, we analyzed the characteristics of National Assessment of Educational Achievement (NAEA) items for middle school science subject conducted from 2010 to 2013 by using the option response rate distribution curve, the fittest graph estimated from the response rate of correct/incorrect options by achievement score. Furthermore, we classified the type of option response rate curve in terms of correct and incorrect options. Results of the analysis of option response curve showed that five types of correct option response curve (S-shaped, J-shaped, straight-shaped, F-shaped, and step-shaped) and 4 types of incorrect option response curve (down-slope, flat, mound, and up-slope) were identified. The most common type of items was the combination of S-shaped correct option response curve and down-slope incorrect option response curve, which are considered as appropriate items to discriminate the students according to achievement level. Moreover, correct option response was found to be correlated with incorrect option response. Based on the results, we also discussed some implications on teaching-learning method and classroom assessment in science education.

• Journal of the Korean School Mathematics Society
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• v.18 no.4
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• pp.387-409
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• 2015

This study was to propose new formats for the records of achievement and the student's school life. For the college entrance examination to select excellent students with great potential and for the public education to be normalized through performance assessment, the implications of the reformats of the student achievement are significant. To carry out the study, 658 of students, 230 of teachers from 4 middle schools and 10 high schools, and 24 of college admission officers from 8 universities participated in the questionaries that asked the problems of the current assessment system and the future directions based on the desirable reformats of the school records. The collected opinions and advices from the participants were considered to understand the current status, possible directions, and ways to apply the performance assessment to the college entrance examination.

• International Journal of Reliability and Applications
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• v.3 no.1
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• pp.25-35
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• 2002

This paper presents a dynamic reliability assessment methodology for use in the safety assessment of a complex system such as a nuclear power plant. The method is applied to a dynamic analysis of the potential accident sequences that may occur during mid-loop operation in a nuclear power plant. The idea behind this approach consists of both the use of the concept of the performance achievement/requirement correlation and of a dynamic event tree generation method. The assessment of the system reliability depends on the determination of both the required performance distribution and the achieved performance distribution. The quantified correlation between requirement and achievement represents a comparison between two competing variables. It is demonstrated that this method is easily applicable and flexible in that it can be applied to any kind of dynamic reliability problem.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.7
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• pp.183-191
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• 2018

This paper evaluates the achievement of program outcomes using course-embedded assessment for information security programs. In the case study concerning the development of course-embedded assessment used in this paper, we evaluate program outcomes using various evaluation tools including the course evaluation data. In addition, we consider the evaluation rubric and evaluation procedure for course-embedded program outcomes, set performance criteria, select the probe course with high contribution to the program outcomes according to curriculum flowchart, set course objectives for the probe course, and explain the rubric for each assessment tool to measure achievement level. Subsequently, we perform course-embedded program outcomes assessment, based on tests and projectevaluation tool for each program objectives, and present the achievement levels based analysis results. These results prove the effectiveness of the proposed course-embedded assessment for program outcomes.

• The Mathematical Education
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• v.52 no.3
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• pp.303-317
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• 2013

Recently in South Korea, various methods are followed in decreasing educational gap between region and social classes through school education. The National Assessment Educational Achievement(NAEA) intends to strengthen responsibility of school education and manage quality of curriculum. Besides, the NAEA intends to bridge achievement gap which is one of educational gaps by grasping the characteristics of academic ability to guarantee basic academic ability. There is not much research about the educational gap among regional scales. Therefore in this study, to examine the achievement characteristics among regional scales closely, we analyse the 2010, 2011 NAEA results in elementary mathematics subject and explore characteristics of items which have sharp differences between local population sizes. The results of the analysis has been showed that the educational gap between 'big-sized cities' and 'small and midium-sized cities' has been increased, but the overall educational gap among regional scales has been decreased.