• Journal of the Korean Data and Information Science Society
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• 제19권2호
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• pp.443-450
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• 2008

Peer assessment is the process of assessment of students by other students and one form of innovative assessment. It actively involves students in the assessment process and is generally agreed that such involvement enhances the quality and effectiveness of the learning process, since assessing something and benchmarking process is a powerful aid to mastering it themselves. It is more effective on the hard courses for them to understand. In this article we present a peer assessment technique which was applied to students enrolled in a mathematical statistics course and a historical course. In order to measure the effectiveness of the technique, students had to evaluate their colleagues based on predefined criteria and a comparison is presented between the instructor assessments and the peer assessment.

• 한국치위생학회지
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• 제9권3호
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• pp.536-544
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• 2009

Purpose : This study aimed to examine the relationship between intragroup peer evaluation and self-directed learning readiness(SDLR) in an Introduction to Education class that used a team based learning(TBL). Moreover, it identified the specific components of the SDLR that predicted the peer evaluation results. Method : The research subject pool comprised of 87 $1^{st}$ students in D Health College. Each team was composed of 6~8 members, each of whom evaluated all other members on his or her team SDLR was measured by using SDLR-K-96. Results : SDLR and peer assessment scores had a positive relationship, confirming that SDLR was an important variable that could predict the peer evaluation scores. Among the SDLR factors, 'openness to challenge' and 'self-confidence as a learner' was shown to have the predictive power for the peer assessment. Conclusion : The colleges should provide dental hygiene students with learning opportunities on ability to do self-directed learning through diverse learning methods such as team based learning.

• 아동학회지
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• 제22권1호
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• pp.191-211
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• 2001

This in-depth study of portfolio method centered on efficient methods of application, including teacher education. The study was carried out in 2 public kindergartens in Taegu. The efficient portfolio assessment method was developed by revisions after successive applications, observations, and discussions with the teachers of both kindergartens. The resulting efficient portfolio method is composed of step 1: portfolio conference and planning; step 2: development of the portfolio in the process of teaching and learning; step 3: selection of the materials for the portfolio; step 4: analysis of the portfolio; and step 5: use of the portfolio method. The practical application of the portfolio assessment is included in the forms used for teachers' observations of children's play and educational interventions. Teachers' interventions include verbal interaction, presentation of materials, and participating as partners. This teaching-learning method consists of teaching and assessment by sensitive and instant responses to children's needs.

• 융합정보논문지
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• 제11권11호
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• pp.335-344
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• 2021

본 논문의 목적은 교과기반 학습성취평가 시스템 구현을 위한 교과 데이터 모델 및 학습 성취도 산출 알고리즘 개발이다. 현재 대학 교육의 방향인 역량기반 교육을 위해서는 교과기반 학습성취 평가가 필수적이지만 기존 연구들은 교육학적 관점으로서 컴퓨터 시스템 관점의 해결책이 매우 부족하다. 본 논문에서는 코스맵 데이터 구조 분석을 통해 계층 구조의 학습성과 모델, 학습모듈 및 학습활동 모델, 학습성과와 학습활동 연계 매트릭스 모델 및 자동화된 성취도 산출 및 성취수준 평가를 위한 성취도 계산 알고리즘을 제안한다. 이를 통해 교과기반 학습성취 평가 시스템을 개발할 수 있으며 시스템 활용을 통해 학습자의 역량 성취를 효과적으로 평가할 수 있다. 제안된 모델과 알고리즘의 평가를 위해 실제 운영중인 자바프로그래밍 교과목에 적용하였으며 이를 통해 교과기반 학습성과 성취평가 시스템 구현의 핵심요소로 활용할 수 있음을 확인하였다. 향후 연구는 학습성과 성취도 산출을 기반으로 적응형 학습 피드백과 개인화된 학습 추천 알고리즘 개발 및 시스템 구현이다.

• 대한가정학회지
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• 제39권10호
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• pp.1-17
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• 2001

This study is to develop cooperative learning aids for Clothing and Textiles classes, and to develop methods and tools for performance assessment. We have surveyed 127 students with‘class evaluation’questionnaire after teaching 9 classes through developed materials. As a result, we found that students preferred to cooperative learning and they tended to do their best in their assigned role in the cooperative learning. Meanwhile, we also found that they understood the assignment of performance assessment well and they felt lack of time to handle given tasks. It shows that we need to be flexible when applying a teaching method in a way that teachers give student more options to choose their duty and time span. Although a few students create a problem and delay their duty as disturbing cooperation in a group we anticipate that the developed teaching aids and performance assessment will be a great help to improve Home Economics classes. In closing, we believe that we can be open-minded Home Economics educators that continue to work on improving classes through developing diverse teaching aids and performance assessment.

• 의학교육논단
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• 제10권2호
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• pp.19-24
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• 2008

Purpose: The 'learning cycle' proposed by Guilbert in 1981 has been accredited as an effective and useful model for curriculum design. Three components of learning cycle, learning objective, instructional method, and assessment are connected organically and form basic structure of curriculum. In this study, we intend to analyze how the learning cycle and its three components are applied to present medical curriculum and examine the points at issue of the learning cycle in medical education. Also, we try to identify the educational significance of the leaning cycle in medical education. Results: First, concerning the learning objective, it was identified that impractical and abstract expressions are major controversial points. Also, there is a need to make learning objectives covering entire medical curriculum. Second, because of various structural problems, it is hard to practice new and various instructional methods. Third, even though there is a growing need for medical curriculum to develop and utilize more various and detailed assessment and evaluation, it was revealed that only are standardized and traditional assessments mainly used. Conclusion: Synthetically, we have some suggestions as follows. First, it is necessary to specify and actualize the learning objectives. Also, instructional methods and assessments should be diversified. And finally, there is a need to build organic and delicate medical curriculum by applying the learning cycle to medical education more actively.

• 컴퓨터교육학회논문지
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• 제6권4호
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• pp.1-10
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• 2003

제7차 교육과정이 시작되면서 수업의 형태가 다양화되어지고 있다. 이 중에 팀별로 문제를 해결하는 협동학습이 학교에서 진행되고 있는데, 협동학습 시 평가를 위한 연구는 많이 진행되고 있지 않다. 한편, 웹기반교육인 경우 매체의 특성 때문에 협동학습이 더욱 잘 활용될 수 있다. 향 후, 웹기반 협동학습을 위한 선행연구로서 전통적 협동학습에서 결과 중심의 평가방법을 지양하면서 팀별로 문제해결을 위한 과정을 종합적으로 평가하며 팀 구성원을 개별적으로 평가할 수 있는 새로운 학습자 평가문항이 요구된다. 본 논문에서는 ABET EC-2000에서 개발한 프로그램 결과물과 평가에 관한 속성들 중에서 관련되는 속성을 추출하고 Bloom의 인지적 영역을 혼합하여 평가문항을 마련한다. 또한, 본 논문에서는 제안한 평가문항의 신뢰도를 검증하고, 각 평가문항의 척도를 임의적으로 계량화한 후 학생들이 전통적인 평가방법에 의해 받은 점수와 제안한 평가문항으로 설문을 실시한 후의 점수를 이용하여 본 논문의 결과물에 대한 응용 사례를 제시한다.

• 공학교육연구
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• 제23권6호
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• pp.40-50
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• 2020

This paper proposes learning modules as a kind of integrated instruction model for soft skills program outcomes to enable CEA. Learning modules consist of course learning objectives(outcomes) described in detail, learning content(elements), learning activities(teaching learning methods), evaluation methods, evaluation rubrics so that they can be evaluated based on the performance criteria of the program learning outcomes. The unit of time for the learning module is 50 minutes. If this learning module is applied, it is expected that the soft skill program outcomes can be evaluated in the technical course. As a result of the expert feasibility study, the positive answers were much higher than the negative answers in most of the questions about the composition of the learning module or the method of managing the class.

• Journal of Information Processing Systems
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• 제20권4호
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• pp.558-573
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• 2024

Considering factors such as illumination, camera quality variations, and background-specific variations, identifying a face using a smartphone-based facial image capture application is challenging. Face Image Quality Assessment refers to the process of taking a face image as input and producing some form of "quality" estimate as an output. Typically, quality assessment techniques use deep learning methods to categorize images. The models used in deep learning are shown as black boxes. This raises the question of the trustworthiness of the models. Several explainability techniques have gained importance in building this trust. Explainability techniques provide visual evidence of the active regions within an image on which the deep learning model makes a prediction. Here, we developed a technique for reliable prediction of facial images before medical analysis and security operations. A combination of gradient-weighted class activation mapping and local interpretable model-agnostic explanations were used to explain the model. This approach has been implemented in the preselection of facial images for skin feature extraction, which is important in critical medical science applications. We demonstrate that the use of combined explanations provides better visual explanations for the model, where both the saliency map and perturbation-based explainability techniques verify predictions.

• 의학교육논단
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• 제21권1호
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• pp.51-58
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• 2019

Although 'assessment for learning' rather than 'assessment of learning' has been emphasized recently, student learning before examinations is still unclear. The purpose of this study was to investigate pre-assessment learning activities (PALA) and to find mechanism factors (MF) that influence those activities. Moreover, we compared the PALA and MF of written exams with those of the clinical performance examination/objective structured clinical examination (CPX/OSCE) in third-year (N=121) and fourth-year (N=108) medical students. Through literature review and discussion, questionnaires with a 5-point Likert scale were developed to measure PALA and MF. PALA had the constructs of cognitive and meta-cognitive activities, and MF had sub-components of personal, interpersonal, and environmental factors. Cronbach's ${\alpha}$ coefficient was used to calculate survey reliability, while the Pearson correlation coefficient and multiple regression analysis were used to investigate the influence of MF on PALA. A paired t-test was applied to compare the PALA and MF of written exams with those of CPX/OSCE in third and fourth year students. The Pearson correlation coefficients between PALA and MF were 0.479 for written exams and 0.508 for CPX/OSCE. MF explained 24.1% of the PALA in written exams and 25.9% of PALA in CPX/OSCE. Both PALA and MF showed significant differences between written exams and CPX/OSCE in third-year students, whereas those in fourth-year students showed no differences. Educators need to consider MFs that influence the PALA to encourage 'assessment for learning'.