• 한국간호교육학회지
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• 제8권1호
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• pp.84-94
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• 2002

The purpose of this descriptive study was to identify problems and solving strategies on student evaluation of clinical nursing education. Subjects were 239 nurses in 18 hospitals from February to July, 1999. Content analysis using qualitative research method was used to analyze data taking into account the semi-structured questionnaire. The results of this study were as follows: Four categories about problems and solving strategies on the evaluation of clinical nursing education were identified: 'The environment of the clinical nursing education'; 'contents and items of evaluation tool'; 'criteria of evaluation tool'; and 'problems with evaluators in clinical settings'. The problems of the environment of the clinical nursing education were due to the lack of co-ordination between nursing schools and hospitals. In order to solve these problems, the following strategies were suggested: 'initiate a joint meeting between nursing schools and hospitals'; 'do not change the clinical settings frequently'; 'evaluate students after being familiar with them'; and 'evaluate them immediately after clinical practice was ended'. In the problems of contents and items of the evaluation tool, the contents of the tool were very abstract and general. The strategies for treating these problems were to evaluate student using the concrete evaluation items'; refrain from evaluation of nursing knowledge', develop the evaluation tools that are fit for a specific clinical setting'; develop the evaluation tools in line with students' knowledge level; and 'carry out evaluation using the proper contents of tool. The problems of criteria of the evaluation tools were the results of the lack of the clear criteria. The strategies for treating these problems were 'develop the criteria of the evaluation tool'; simplify the range of the cores or evaluate students using check-list'; to evaluate students in objective manner'. The problem of evaluators in clinical settings was due to the failure by evaluators who were not prepared for the task. The strategies were 'to educate and prepare the evaluators before evaluation'.

• 대한영양사협회학술지
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• 제14권4호
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• pp.382-395
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• 2008

This study was conducted to evaluate the sanitary performance and knowledge of elementary school foodservice employees. The specific aim of this study was to decipher why employees cannot apply learned knowledge to real work situations. In total, 437 foodservice operation employees attended a regular sanitary education program under the auspices of Seoul Gangdong and Gangseo district offices. The five sanitary practice performance evaluators included personal hygiene, ingredient control, process control, safety management, and sanitary education. These dimensions were self-evaluated using the Likert 5-point scale. Collected data were subjected to descriptive and comparative analysis using SPSS (Version 12.0, SPSS Inc., Chicago, IL, USA) statistical package. The main results are summarized as follows: 93.6% of the respondents were women and 57% were aged between 40$\sim$49. Total mean score of the five sanitary performance evaluators was 4.73 for elementary school. Ingredient control score was 4.86, process control 4.80, and personal hygiene 4.79. But the sanitary education field score was 4.48, which was significantly lower than the total mean score. Safety management score was 4.73. The main source of sanitary education for school foodservice employees was verbal education.

• 한국수학교육학회지시리즈A:수학교육
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• 제44권2호
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• pp.215-228
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• 2005

The purpose of this study is to development the scoring framework for teacher knowledge of fractions. This framework is qualified in the content-validity by professional educators' evaluation and in the reliability by correlation coefficient. 2 math educators judged that this framework is composed of appropriate scoring category, scoring criterion, and scoring level. After 2 teachers scored the tasks, correlation coefficient was calculated between evaluators. The coefficient is evaluated high in that it is more than 0.80.

• 기술혁신연구
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• 제21권1호
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• pp.331-364
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• 2013

이 연구는 첨단화 융합화 복합화 경향이 특히 강한 정보통신 분야에서의 평가 신뢰성을 높이기 위해서는 평가의 전문성이 획기적으로 제고되어야 한다는 문제의식에서 출발하고 있다. 이를 위해 지식경제 기술혁신사업 중에서 정보통신 분야의 기반구축과 산업 진흥을 담당하는 정보통신산업진흥원의 평가 전문성을 평가자 선정, 평가자 전문성 발휘여건, 평가자의 이력관리라는 전 과정 평가관리의 분석틀을 활용하여 분석하였다. 분석 결과는 정보통신산업진흥원의 평가제도는 다른 기관에 비하여 평가자 선정과 평가자의 이력관리는 양호하나, 평가자의 전문성 발휘 여건은 상대적으로 개선과 보완이 필요한 것으로 나타났다. 이에 따라 각 분석요소에서의 평가 전문성 향상을 위한 정책대안을 단기와 장기로 분류하여 총 12가지로 논의하였다.

• 한국국방경영분석학회지
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• 제30권2호
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• pp.122-132
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• 2004

The aim of this paper is to show the process of R&D Project-Priority Ordering in the Defense Technology field. We propose specific methods (Delphi, Analytic Hierarchy Process (AHP), Scoring) to order the R&D Project-Priority. In general, to decide the priority of R&D projects most of researches depend on questionnaires which are surveyed by experts. However, it is criticized that this process cannot reflect the limitation of experience and knowledge of experts. In this process, we separate evaluators in two parts: the first is strategic experts, the second is technical experts. Evaluators can choose and evaluate the alternatives which they are familiar with, so we can obtain reliable results. Finally, based on our process of the R&D Project-Priority Ordering we formulate policy implications for managing the defense technology.

• 한국과학교육학회지
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• 제15권2호
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• pp.173-184
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• 1995

The purpose of this study was to analyse the problems of 'Science Inquiry Experiment Contest(SIEC)' which was one of 8 programs of 'The 2nd Student Science Inquiry Olympic Meet(SSIOM)'. The results and conclusions of this study were as follows: 1. It needs to reconsider the role of practical work within science experiment because practical work skills form one of the mainstays in current science. But the assessment of students' laboratory skills in the contest was made little account of. It is necessary to remind of what it means to be 'good at science'. There are two aspects: knowing and doing. Both are important and, in certain respects, quite distinct. Doing science is more of a craft activity, relying more on craft skill and tacit knowledge than on the conscious application of explicit knowledge. Doing science is also divided into two aspects, 'process' and 'skill' by many science educators. 2. The report's and checklist's assessment items were overlapped. Therefore it was suggested that the checklist assessment items were set limit to the students' acts which can't be found in reports. It is important to identify those activities which produce a permanent assessable product, and those which do not. Skills connected with recording and reporting are likely to produce permanent evidence which can be evaluated after the experiment. Those connected with manipulative skills involving processes are more ephemeral and need to be assessed as they occur. The division of student's experimental skills will contribute to the accurate assess of student's scientific inquiry experimental ability. 3. There was a wide difference among the scores of one participant recorded by three evaluators. This means that there was no concrete discussion among the evaluators before the contest. Despite the items of the checklists were set by preparers of the contest experiments, the concrete discussions before the contest were necessary because students' experimental acts were very diverse. There is a variety of scientific skills. So it is necessary to assess the performance of individual students in a range of skills. But the most of the difficulties in the assessment of skills arise from the interaction between measurement and the use. To overcome the difficulties, not only must the mark needed for each skill be recorded, something which all examination groups obviously need, but also a description of the work that the student did when the skill was assessed must also be given, and not all groups need this. Fuller details must also be available for the purposes of moderation. This is a requirement for all students that there must be provision for samples of any end-product or other tangible form of evidence of candidates' work to be submitted for inspection. This is rather important if one is to be as fair as possible to students because, not only can this work be made available to moderators if necessary, but also it can be used to help in arriving at common standards among several evaluators, and in ensuring consistent standards from one evaluator over the assessment period. This need arises because there are problems associated with assessing different students on the same skill in different activities. 4. Most of the students' reports were assessed intuitively by the evaluators despite the assessment items were established concretely by preparers of the experiment. This result means that the evaluators were new to grasp the essence of the established assessment items of the experiment report and that the students' assessment scores were short of objectivity. Lastly, there are suggestions from the results and the conclusions. The students' experimental acts which were difficult to observe because they occur in a flash and which can be easily imitated should be excluded from the assessment items. Evaluators are likely to miss the time to observe the acts, and the students who are assessed later have more opportunity to practise the skill which is being assessed. It is necessary to be aware of these problems and try to reduce their influence or remove them. The skills and processes analysis has made a very useful checklist for scientific inquiry experiment assessment. But in itself it is of little value. It must be seen alongside the other vital attributes needed in the making of a good scientist, the affective aspects of commitment and confidence, the personal insights which come both through formal and informal learning, and the tacit knowledge that comes through experience, both structured and acquired in play. These four aspects must be continually interacting, in a flexible and individualistic way, throughout the scientific education of students. An increasing ability to be good at science, to be good at doing investigational practical work, will be gained through continually, successively, but often unpredictably, developing more experience, developing more insights, developing more skills, and producing more confidence and commitment.

• 한국콘텐츠학회논문지
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• 제13권6호
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• pp.401-411
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• 2013

수익성 높은 연구개발 프로젝트의 선택은 기업과 국가의 지속적인 성장 발전에 중요한 요인 중에 하나이다. 본 연구는 비즈니스 모델 지식이 연구개발 프로젝트의 선택에 어떤 영향을 미치는가를 분석하였다. 비즈니스 모델은 기술 가치를 고객 가치로 전환해주고 기술의 사업화를 위한 목표고객, 핵심가치, 조직내 행동, 자원, 외부 파트너를 종합적으로 표현해준다. 따라서 비즈니스 모델 지식의 습득은 기술개발 평가에 있어 평가자 들이 연구개발 프로젝트의 기술성 보다는 사업성과 실현 능력을 더 중요하게 생각하게 한다. 우리는 본 가설의 검증을 위해서 78명의 연구개발 평가 전문가들에게 비즈니스 모델 지식을 습득하게 한 후, 연구개발 프로젝트의 선정 기준이 어떻게 달라졌는지 AHP 방법을 활용하여 측정하였다. 그 결과 비즈니스 모델 지식이 사업성과 실현가능성의 비중이 높아졌으며 세부 기준에 있어서도 기술혁신성과 차별성보다는 회사역량과 사업화 역량이 중요한 기준으로 선정되었다.

• 지식경영연구
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• 제10권2호
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• pp.65-84
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• 2009

The purpose of this study is to develop Meta Evaluation Indicators for Defense R&D Programs in Korea. At first, the four components of this meta evaluation model were designed, which are evaluation context, evaluation input, evaluation process and evaluation outcome. And fifty two indicators for this meta evaluation were developed by experts who performed evaluations for Defense R&D Programs. The reliability of components and items was verified by Cronbach's ${\alpha}$ coefficient. It was over 0.6 in all areas. The validity of components and items was verified by Factor Analysis. Analytic Hierarchy Process method was used in assigning the evaluation weight. The survey of twenty two evaluators participated in Defense R&D Programs showed that the Consistency Ratio was under 0.1 in evaluation components and items. In this study, an objective and reasonable set of Defense R&D Meta Evaluation Indicators was developed to increase the responsibility of Defense R&D Programs and improve the quality of evaluation results.

• 영재교육연구
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• 제26권4호
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• pp.677-697
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• 2016

본 연구에서는 창의적 산출물 평가의 대표적 도구인 O'Quin과 Besemer(1989)의 '창의적 산출물 분석행렬(CPAM)'과 '창의적 산출물 어의 척도(CPSS)'의 두 가지의 산출물 평정 척도를 적용하여 동일한 산출물을 평가하는 데 있어 평가 결과의 차이를 분석하였다. 연구 결과, 창의적 산출물 평가에서 평가자의 암묵적 지식은 존재하며, 암묵적 지식과 명시적 지식에 기반한 평가의 평정결과는 차이가 있는 것으로 나타났다. 평가자에게 명시적 지식이 쌓여 갈수록 산출물에 대한 전반적인 평가 점수는 낮게 나타나 더 엄격해지는 경향을 보였다. 상대적으로 세분화된 채점기준을 가진 CPSS로 평정하였을 때는 창의성의 하위 차원에서 점수가 모두 낮게 나타났으며, 평가자가 산출물에 대한 첫인상이나 개인적 평가 기준이 너무 확고한 경우에는 평정도구에 영향을 받지 않을 수도 있다는 것을 살펴볼 수 있었다. 영재교육 담당교사들은 창의적 산출물 평가에서 전문가들과 유사한 평가를 하고 있었으며 산출물 평가 도구를 사전에 충분히 숙지하고 산출물을 지도하거나 평가한다면 보다 새롭고, 유용하고 적절하며, 해결성이 높은 창의적인 산출물이 생성 될 수 있을 것이다.

• 한국정보시스템학회지:정보시스템연구
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• 제18권4호
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• pp.41-57
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• 2009

Although financial information is a great influence upon determining of the group which use them, detection of management fraud and earning manipulation is a difficult task using normal audit procedures and corporate credit evaluation processes, due to the shortage of knowledge concerning the characteristics of management fraud, and the limitation of time and cost. These limitations suggest the need of systemic process for !he effective risk of earning manipulation for credit evaluators, external auditors, financial analysts, and regulators. Moot researches on management fraud have examined how various characteristics of the company's management features affect the occurrence of corporate fraud. This study examines financial characteristics of companies engaged in fraudulent financial reporting and suggests a model and system for detecting GAAP violations to improve reliability of accounting information and transparency of their management. Since the detection of management fraud has limited proven theory, this study used the detecting method of outlier(upper, and lower bound) financial ratio, as a real-field application. The strength of outlier detecting method is its use of easiness and understandability. In the suggested model, 14 variables of the 7 useful variable categories among the 76 financial ratio variables are examined through the distribution analysis as possible indicators of fraudulent financial statements accounts. The developed model from these variables show a 80.82% of hit ratio for the holdout sample. This model was developed as a financial outlier detecting system for a financial institution. External auditors, financial analysts, regulators, and other users of financial statements might use this model to pre-screen potential earnings manipulators in the credit evaluation system. Especially, this model will be helpful for the loan evaluators of financial institutes to decide more objective and effective credit ratings and to improve the quality of financial statements.