• 대한공업교육학회지
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• v.45 no.1
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• pp.1-19
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• 2020

The purpose of this research was to draw implications for preparing utilizing and management course assessment type of national technical qualification based on the awareness of teachers in industrial secondary vocational high schools. To achieve it, this researcher analyzed the awareness about management course assessment type of national technical qualification of teachers at industrial secondary vocational high schools and analyze possibility to introduce course assessment qualification, degree of agreement for expected effects, and importance and necessity for the matters to be considered when introducing management course assessment qualification. Concrete results of this research are as follows. First, the degree of understanding management course assessment type of national technical qualification at industrial secondary vocational high schools was common, but the degree of agreement for introducing goal, purpose, and necessities was low. Second, for the expected effects to be obtained when acquiring course assessment qualifications, there were acquisition of qualification at the same time of education, suggestion of studying goal from an angle of concrete and significant performance, systematic education based on NCS, possibility to develop and form training career, and possibility to acquire industrial field-centered knowledge and technology in order. Third, to draw priority of each item to be considered when introducing course assessment type of national technical qualification at industrial secondary vocational high schools, the importance and necessities were analyzed. As a result, for the sectors whose requirements are more than average, there were flexibility of course assessment type qualification classes, preparation of proper measure by NCS revision, relief of edited classes of necessity ability unit, etc.

• Journal of Korean Elementary Science Education
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• v.23 no.2
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• pp.93-100
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• 2004

To get an appropriate and meaningful performance assessment outcomes and to provide the base of essential elementary educational evaluations, we had tried to establish achievement standards, assessment standards and had developed appropriate assessment tools in 「Intelligent Life」 course of the elementary school in this study. The following things were taken into account to establish achievement standards, assessment standards and to develop assessment tools. First, managing deeply not only cognitive domain but also the basic inquiry skills and affective domain, all-round educational properties of integrated courses were likely to come out. Second, evaluating instructional processes as well as instructional results, we had developed assessment standards in elementary 2nd grade's 「Intelligent Life」 course. Third, developing assessment standards on the basis of the 7th Curriculum, we had examined both text book and teacher's guide to promote effectiveness of field application. The type of an assessment tools had been developed variously, considering the characteristics of the elementary lower grades and properties of elementary 2nd grade's 「Intelligent Life」 course. We had developed assessment tools to observe and evaluate practical achievement levels, placing great importance on the types of an assessment tools including observing, narrative of inquiry, report, etc. As a result of investigation of elementary teachers' understandings of the developed achievement standards, assessment standards, and an assessment tools, were revealed in the affirmative on the whole.

• Korean journal of medical education
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• v.30 no.4
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• pp.339-346
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• 2018

Purpose: The purpose of this study was to examine whether non-cognitive student attributes such as learning style and personality type affected academic performance in a flipped learning classroom of a pre-dental undergraduate science course. Methods: 'Biodiversity and Global Environment,' a 15-week, 3-credit course, was designed as a flipped class in Seoul National University School of Dentistry in 2017. Second-year pre-dental students were required to enroll in the course and to engage in online learning and in-class discussion. The Kolb's Learning Style Inventory and the Myers-Briggs Type Indicator were conducted to measure non-cognitive student factors. Independent samples t-test and multivariate regression analyses were used to examine the relationships between self-rated measurements and academic achievement. Results: More than half of the students enrolled in the flipped science course had an assimilator learning style (50%), followed by convergers (24%), accommodators (16%), and divergers (10%), and their personality types were dominated by the introverted, sensing, thinking, and judging types, respectively. Examining group differences using the t-test demonstrated a significant relationship between the diverger group and higher academic success. In particular, the multivariate regression analysis indicated that both thinking types and female students performed better in discussion than feeling types and male students. Conclusion: To operate the flipped learning classroom more effectively in medical and dental education, the instructor should carefully develop and apply a more tailored facilitation and relevant assessment by considering student learning styles and personality types.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.197-219
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• 2005

This study attempted, in accordance with the National Educational Curriculum, to develop achievement assessment standards for a course within the field of home economics which has been widely adopted by Korean vocational high schools, namely, the food and nutrition subject. Focus was also placed on strengthening the management of the curriculum for this food and nutrition course, as well as on establishing proper assessment standards by developing model assessment tools which can be used to assess the subject. The results of this study can be summarized as follows : First, based on an analysis of the related literature and materials. the desired notion of the achievement and assessment standards was established, and their significance ascertained the achievement and assessment standards for the food and nutrition course were set and the type of model assessment tool which should be developed, as well as the method in which it should be applied. was established Second. by analyzing the curriculums and the contents of the textbooks used in the food and nutrition subject, the researcher was able to compile the 70 factors which could to be used to develop the achievement and assessments standards, and then classify these into 6 main categories and 32 sub-categories. Based on the characteristics of these factors and learners' academic performance levels the number of factors was expanded to 89 in order to establish the achievement standards. In turn, these achievement standards were used, in accordance with the learners' achievement and teaming activity levels, to develop three different levels of assessment standards. namely, upper, middle, and lower ones. Third. a model assessment tool was developed which could be used by individual school units as a reference in terms of achievement and assessment standards, and that could be modified to meet each school's circumstances. In order to create the model assessment tool a 100-question questionnaire was formulated that contained various types of questions, such as essay, report, theoretical and practical, portfolio, as well as multiple choice-type questions. Lastly, the researcher introduced measures to effectively use the achievement and assessment standards developed for the food and nutrition course, as well as the model assessment tool in school units.

• School Mathematics
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• v.4 no.2
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• pp.193-204
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• 2002

Performance assessment has been introduced to school education as an alternative measure of the former educational assessment which put much emphasis on the result rather than the process of learning, memorization than pursuit of knowledge, and passive than active study. As for the subject of mathematics, the change of the assessment came to replace multiple choice tests with descriptive- and statement-type tests. This means animprovement on the testing system, focusing on the process of finding out the answer. The main focus, however, is still on the intellectual domain without paying due attention to the emotional domain of mathematics education. The previous studies on the assessment of emotional domain In mathematics have shown that there are stumbling blocks in the application of the assessment, such as the disputes on the reliability, objectivity, and fairness as well as the complicated procedure of applying the results to school records. The lack of the development and supply of the appropriate assessment tools have also been pointed out. Therefore, this study has been carried out with the intention of establishing an applicable standard of assessment on the emotional domain of high school matematics. As a result, detailed standards of performance assessment, which adopt oral examination, discussion, observation, and report have been developed. The problems which are likely to emerge In the course of the application of the newly developed assessment are under study as a continuing research project.

• Journal of Korea Society of Digital Industry and Information Management
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• v.15 no.4
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• pp.131-136
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• 2019

As the NCS(National Competency Standards) classification system continued to be developed and supplemented, NCS became widespread. Qualifications were redesigned to actively reflect industry demands, reduce the burden of redundant acquisition of unnecessary qualifications, and to evaluate objective capacities of the workforce. In addition to the learning modules to be developed in the future, previously developed NCS-based learning modules and lectures should be reorganized based on the new qualification design. In this paper, the Java programming subject designed based on NCS was redesigned according to SW new qualification design. Since the redesigned Java programming subjects consider the qualification design direction or qualification roadmap, not only can they be recognized as a test subject in qualification assessment through course evaluation, but also can be used as individual qualification data.

• Korean Medical Education Review
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• v.20 no.1
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• pp.20-31
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• 2018

Good assessment is crucial for feedback on curriculum and to motivate students to learn. This study was conducted to perform item analysis on the Medical Education Assessment Consortium clinical knowledge mock examination (MEAC CKME) (2011-2016) and to evaluate several effects to improve item quality using both classical test theory and item response theory. The estimated difficulty index (P) and discrimination index (D) were calculated according to each course, item type, A (single best answer)/R (extended matching) type, and grading of item quality. The cut-off values used to evaluate P were: >0.8 (easy); 0.6-0.8 (moderate); and <0.6 (difficult). The cut-off value for D was 0.3. The proportion of appropriate items was defined as those with P between 0.25-0.75 and D ${\geq}0.25$. Cronbach ${\alpha}$ was used to assess the reliability and was compared with those of the Korean Medical Licensing Examination (KMLE). The results showed the recent mean difficulty and decimation index was 0.62 and 0.20 for the first MEAC CKME and 0.71 and 0.19 for the second MEAC CKME, respectively. Higher grade items evaluated by a self-checklist system had better D values than lower grade items and higher grade items gradually increased. The preview and editing process by experts revealed maintained P, decreased recall items, increased appropriate items with better D values, and higher reliability. In conclusion, the MEAC CKME (2011-2016) is deemed appropriate as an assessment to evaluate students' competence and prepare year four medical students for the KMLE. In addition, the self-checklist system for writing good items was useful in improving item quality.

• Archives of Plastic Surgery
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• v.44 no.4
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• pp.293-300
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• 2017

Background Simulation training is becoming an increasingly important component of skills acquisition in surgical specialties, including Plastic Surgery. Non-living simulation models have an established place in Plastic Surgical microsurgery training, and support the principles of replacement, reduction and refinement of animal use. A more sophisticated version of the basic chicken thigh microsurgery model has been developed to include dissection of a type 1-muscle flap and is described and validated here. Methods A step-by-step dissection guide on how to perform the chicken thigh adductor profundus free muscle flap is demonstrated. Forty trainees performed the novel simulation muscle flap on the last day of a 5-day microsurgery course. Pre- and post-course microvascular anastomosis assessment, along with micro dissection and end product (anastomosis lapse index) assessment, demonstrated skills acquisition. Results The average time to dissect the flap by novice trainees was $82{\pm}24$ minutes, by core trainees $90{\pm}24$ minutes, and by higher trainees $64{\pm}21$ minutes (P=0.013). There was a statistically significant difference in the time to complete the anastomosis between the three levels of training (P=0.001) and there was a significant decrease in the time taken to perform the anastomosis following course completion (P<0.001). Anastomosis lapse index scores improved for all cohorts with post-test average anastomosis lapse index score of $3{\pm}1.4$ (P<0.001). Conclusions The novel chicken thigh adductor profundus free muscle flap model demonstrates face and construct validity for the introduction of the principles of free tissue transfer. The low cost, constant, and reproducible anatomy makes this simulation model a recommended addition to any microsurgical training curriculum.

• Journal of Korean Physical Therapy Science
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• v.4 no.3
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• pp.499-509
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• 1997

The facial nerve have a long pathway. Thus facial nerve fibers easily involved at any point along their course will lead to a facial palsy of lower motor neuron type and upper motor neuron type. The electrophysiologic examination can evaluate and anticipating that prognosis of facial nerve palsy. The electrophysiologic examination are Nerve Excitability Test(NET), Elecctroneurography(ENG), Electro-myography(EMG), Blink Reflex, and Electrogustometry et.al. The NET is very useful method for assessment of prognosis and distinguish between nerve degeneration and physiological block as early as 72 hour after onset of the facial palsy. And other examination also give objectively information of facial nerve for prognosis and treatment. Treatment goal of physiotherapy are prevent contracture and disuse atrophy of facial muscle with muscle reeducation and strengthening and maintain symmetry facial motion. The treatment better start as early as possible.

• Journal of Digital Convergence
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• v.20 no.2
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• pp.289-297
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• 2022

The purpose of this study was to investigate the perception of dental students based on their experiences of online classes after taking non-face-to-face education courses for all the school semesters in 2020. For the research method, an online survey was conducted on A survey was conducted on 161 dental students enrolled in A University. The analytical method was conducted through frequency analysis, correlation analysis, and multiple regression analysis. The survey analysis findings showed that the satisfaction of dental students' about the non-face-to-face education course was above 4.2, and the detailed items were in the order of the appropriateness of the attendance processing method, satisfaction with recorded video lectures, and the assessment method of the course grade. In the case of the factors that affect the satisfaction of non-face-to-face education courses, the learning system and assessment method were statistically significant. The online class type that is most preferred by the students is recorded video lectures, and the highest number of participants chose 21~30 minutes as the appropriate time for the class content. It is considered that the application of the online system will continue to be used together with face-to-face education courses in the education site and various university-level efforts like systematic support are required to achieve effective learning achievements. This study only investigated the non-face-to-face education operation conditions of A University, so it cannot be generalized to all universities, but it can be used as basic data to provide education curriculum design and supportive measures for the compatibility of face-to-face and non-face-to-face courses.