• Journal of the Health Care and Life Science
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• v.10 no.1
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• pp.69-80
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• 2022

The purpose of this study is to advanced and develop a core competency diagnosis tool that junior college students must have in order to implement competency-oriented education to nurture talents required by the future society, and to verify its validity and reliability. To this end, the existing diagnostic tools were analyzed and preliminary questions were derived through analysis of prior research, collecting opinions of members, FGI, and expert advice. A total of 46 items were derived, which were verified as content validity. Afterwards, a preliminary survey was conducted targeting 380 applicants among current students. To verify the validity of the construct, an exploratory factor analysis was performed using AMOS 18.0. As a result, 30 final questions composed of 6 core competencies were derived. The core competency diagnosis tool is expected to be actively used as a future-oriented competency education execution, evaluation, and quality management tool by diagnosing the competencies of current students.

• Journal of the Korean Society of Marine Environment & Safety
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• v.24 no.5
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• pp.576-582
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• 2018

At present, universities in Korea are trying to raise the competency of university students by preparing them with abilities and attitudes required in society, and many universities are carrying out "core competency based education." Therefore, there is a need to evaluate the core competencies of students and verify educational performance. M University, which trains students in specialized marine topics, also conducts core competency based education, reflecting the specificity of the university. The purpose of this study was to develop and validate a tool to measure the core competencies of M University students. First, preliminary questions were developed based on a literature review. Second, item analysis and exploratory factor analysis were conducted. As a result, six factors were identified. Finally, a total of 50 items were extracted from the final test, and validity was confirmed. The scale developed on the basis of this study can not only diagnose the core competency of students overall but also connect programs by diagnosing individual core competencies. It will be possible to use these results as basic data for honing the differentiated talents of universities specialized in maritime and ocean-related topics.

• Journal of Digital Convergence
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• v.19 no.10
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• pp.87-94
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• 2021

This study is to analyze the performance of the reformed liberal arts curriculum based on the core competencies of A University and use it as basic data for evaluation and feedback. To this end, students who took courses opened in the second semester of 2020 were surveyed using the liberal arts curriculum competency diagnosis tool developed by A University. Depending on the purpose of the study, descriptive statistics and t-test were performed to analyze the results. As a result of the study, communication (t=-9.839, p<.01), learning (t=-4.707, p<.01), thinking (t=-9.992, p<.01), cooperation (t=-2.061, p<.01) was significantly improved, and sharing (t=-.550) was improved, but it was not significant. These results are meaningful in providing the basis for examining and judging the operation of subjects by competency.

• Journal of Christian Education in Korea
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• v.69
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• pp.193-220
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• 2022

Competency cannot be transformed as knowledge, so the operation of competency-based curriculum requires support from the extracurriculum that gives many opportunities practical experience. Therefore, many universities establish the own extracurricular courses by using much financial, human, and physical infrastructure. However, it is doubtful whether the extracurriculum is effective on cultivating competencies, what kinds of programs is useful to nurture right abilities, how to assess the outcome of implementing of the extracurriculum. For these reason, the accreditation system, that awards to student who accomplish certain programs based on the given standard, has been used as the tool to manage outcome achieved by the extracurriculum. This study aimed to investigate the outcome of the accreditation system of K university in order to verify its effectiveness for cultivating competencies through the extracurriculum. Through the analysis of prior research, it could be inferred that students who achieved the accreditation system would be able to cultivate relevant competencies, improve major abilities, and instill a positive image of related administrative departments while participating in various programs. Thus, this study collected data of those who achieved the accreditation and did not by participating at least once in extracurricular program from March 2020 to February 2021 to compare their results of the diagnosis of core competencies and student circumstances, and survey of educational satisfaction and interpreted interviews of 10 students, excellent certifier. As a result, it was verified that the more evenly participating in various programs to achieve the accreditation system, the more diverse competency was obtained, and the satisfaction with the student support department and major education was improved.

• Journal of Science Education
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• v.45 no.3
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• pp.349-363
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• 2021

The purpose of this study is to develop an instrument for school STEAM education diagnostic assessment. Literature reviews, the developmental study of a prototype instrument, experts' advices, and pilot study were administrated. The school STEAM education diagnostic assessment was consist of five areas: 'STEM education action and sustainability plan,' 'STEAM curriculum and instruction,' 'STEAM professional development,' 'process-based evaluation,' and 'community and partnerships.' Each area had one to five sub-areas. A total of 14 diagnosis items were developed, including items that can diagnose the school's STEAM environment base and STEAM education execution level at the school unit and member level for each area. The validation of the diagnostic assessment was conducted through the content validity of the expert group and the validity of a survey targeting school teachers. For applying the instrument for STEAM Education School Assessment to schools, a total of 267 elementary, middle, and high schools participated. As a result, the average of the five areas was 1.46 to 2.18. This instrument comprehensively diagnoses and evaluates the implementation and effectiveness of STEAM education in schools, and is expected to be used as basic data and core data for implementing STEAM education.