• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.5
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• pp.3121-3130
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• 2015

The purpose of this study was to suggest application of Course Embedded Assessment (CEA) for program outcome in nursing education through literature & Office of Assessment web site reference review on concept, advantage, disadvantage, process, measure, tool and precaution. The process of CEA is program outcome, calculate weight of program outcome, embed program outcome in curriculum, development a rubric for CEA, assessment, analysis the result and achievement, feedback loop. CEA is vary useful to proof the student personal achievement and program quality improvement.

• Korean Medical Education Review
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• v.15 no.1
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• pp.9-18
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• 2013

An outcome-based curriculum is perceived to be one alternative educational approach in medical education. Nonetheless, it is difficult for curriculum developers to convert from traditional curriculum to an outcome-based curriculum because research documenting its development process is rare. Therefore, this study aims to introduce the development process and method of outcome-based curriculum. For the purpose of this study, we used diverse data analyses, such as an existing literature search, development model analysis, and case analysis. We identified five phases from the analysis. First, the curriculum developers analyze the physician's job or a high performer in a medical situation. Second, curriculum developers extract outcomes and competencies through developing a curriculum, affinity diagraming, and critical incident interviews. Third, curriculum developers determine the proficiency levels of each outcome and competency evaluation methods. Fourth, curriculum developers conduct curriculum mapping with outcomes and competencies. Fifth, curriculum developers develop an educational system. Also, it is important to develop an assessment system for the curriculum implementation in the process of developing the outcome-based curriculum. An outcome-based curriculum influences all the people concerned with education in a medical school including the professors, students, and administrative staff members. Therefore, curriculum developers should consider not only performance assessment tools for the students but also assessment indicators for checking curriculum implementation and managing curriculum quality.

• Physical Therapy Korea
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• v.31 no.2
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• pp.174-181
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• 2024

Background: Effective management of clinical assessment tools is critical in stroke and brain injury rehabilitation research. Managing rehabilitation outcome measures (ROMs) scores and training therapists in multicenter randomized clinical trials (RCTs) is challenging. Objects: The aim of this study was to develop a web-based platform, the Korean Rehabilitation Outcome Measurement (KoROM), to address these limitations and improve both therapist training and patient involvement in the rehabilitation process. Methods: The development of the KoROM spanned from June 2021 to July 2022, and included literature and web-based searches to identify relevant ROMs and design a user-friendly platform. Feedback from six physical therapy and informatics experts during pilot testing refined the platform. Results: Several clinical assessment tools categorized under the International Classification of Functioning, Disability, and Health (ICF) model are categorized in the KoROM. The therapist version includes patient management, assessment tool information, and data downloads, while the patient version provides a simplified interface for viewing scores and printing summaries. The master version provides full access to user information and clinical assessment scores. Therapists enter clinical assessment scores into the KoROM and learn ROMs through instructional videos and self-checklists as part of the therapist standardization process. Conclusion: The KoROM is a specialized online platform that improves the management of ROMs, facilitates therapist education, and promotes patient involvement in the rehabilitation process. The KoROM can be used not only in multi-site RCTs, but also in community rehabilitation exercise centers.

• Journal of Engineering Education Research
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• v.18 no.6
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• pp.24-31
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• 2015

The purpose of this study is to develop the model of course evaluation design for CEA(Course-Embedded Assessment), which is focused on course level for assessment reliability. This study was conducted by the process of model development and validation according to Richey & Klein(2007)'s model development methodology. The model of this study was comprised with the three steps of learning objectives based on course outcome, assessment design and goal achievement analysis of course, which were explained by specific design principles. Also, this model was validated by two steps, which one was on the inner validation and the other was the outer validation(Richey & Klein, 2007). Considerations for designing the model of course evaluation have been suggested and a few implications were discussed.

• Journal of the Korean Society of Manufacturing Process Engineers
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• v.7 no.4
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• pp.82-95
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• 2008

As society has changed to being more knowledge-based, it is necessary that change of paradigm is incorporated into engineering education and the education goals and the assessment method of educational outcomes is developed to promptly meet the needs of the times. A purpose of this study is to measure learning outcomes in coursework of engineering college every semester, which ultimately provides to validate program outcomes. We looked into teaching-learning style of course in the engineering college and analyzed its grade method and tool. By use of a survey, we derived a reasonable method to measure for the learning outcomes in course and presented tools for course-embedded assessment to measure that learning outcomes had been tied to their objectives. These tools are effective to determine that program outcomes and education goals have been achieved, ultimately. In addition, it will help that instruction builds a loop system for better.

• Journal of Engineering Education Research
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• v.22 no.2
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• pp.36-45
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• 2019

Capstone design is a subject taught in a setting where students gather in a team, decide on their own selected topic, and collaborate with one another to perform a project. A fair assessment is very important in a team project-based capstone design course for students. Many instructors agree that harmonizing creative evaluation and outcome assessment is hard in capstone design class. In also, it is not easy to assess students' individual efforts and achievements fairly in accordance with team-based assessment practices. To resolve this issue in this paper, we have surveyed various engineering design education methodologies, and have modelled existing evaluating elements into a modified creative process and outcome assessment framework for team project assessment. In particular, we focused on a method of fairly assigning credits by combining team based and individual-level assessments. Analyzing students' achievement and grade evaluation and verifying the validity of the proposed method was performed.

• The korean journal of orthodontics
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• v.46 no.4
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• pp.199-211
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• 2016

Objective: Given the considerable disagreement between the Peer Assessment Rating (PAR) index and the American Board of Orthodontics Cast-Radiograph Evaluation, we aimed to develop a novel assessment system-the Improvement and Completion of Outcome (ICO) index-to evaluate the outcome of orthodontic treatment. Methods: Sixteen criteria from 4 major categories were established to represent the pretreatment malocclusion status, as well as the degree of improvement and level of completion of outcome during/after treatment: dental relationship (arch length discrepancy, irregularity, U1-SN, and IMPA); anteroposterior relationship (overjet, right and left molar position, ANB); vertical relationship (anterior overbite, anterior open-bite, lateral open-bite, SN-MP); and transverse relationship (dental midline discrepancy, chin point deviation, posterior cross-bite, occlusal plane cant). The score for each criterion was defined from 0 or -1 (worst) to 5 (ideal value or normal occlusion) in gradations of 1. The sum of the scores in each category indicates the area and extent of the problems. Improvement and completion percentages were estimated based on the pre- and post-treatment total scores and the maximum total score. If the completion percentage exceeded 80%, treatment outcome was considered successful. Results: Two cases, Class I malocclusion and skeletal Class III malocclusion, are presented to represent the assessment procedure using the ICO index. The difference in the level of improvement and completion of treatment outcome can be clearly explained by using 2 percentage values. Conclusions: Thus, the ICO index enables the evaluation of the quality of orthodontic treatment objectively and consecutively throughout the entire treatment process.

• Journal of Preventive Medicine and Public Health
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• v.43 no.3
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• pp.245-256
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• 2010

Objectives: This study aims to compare quality indicators for the hemodialysis services between patients with health insurance and those with medical aid. Methods: This study used data from sampled hospitals that provided a hemodialysis service. A total of 2287 patients were selected, and the information for hemodialysis service has been granted from medical record reviews. A multi-level regression analysis was used to examine the differences in process and outcome indicators for hemodialysis between patients with health insurance and those with medical aid. Process indicators were defined as: frequency of hemodialysis, hemodialysis time, erythropoietin (EPO) use, measurement of hemodialysis dose at least once a month, measurement of phosphate at least once every three months, and measurement of albumin at least once every three months. Outcome indicators were defined as: hemodialysis adequacy, anemia management, blood pressure management, and calcium, phosphate and nutrition management. The total scores for outcome indicators ranged from 0 (worst) to 4 (best). Results: There was a significant difference in the measurement of hemodialysis dose at least once a month between patients with health insurance and those with medical aid (OR 0.66, 95% CI = 0.43 - 0.99). However, frequency of hemodialysis, hemodialysis time, EPO use, measurement of phosphate at least once every three months, measurement of albumin at least once every three months, hemodialysis adequacy management, Hb${\geq}$11 g/dL, blood pressure within the range of 100-140 /60-90 mmHg, calcium x phosphate${\leq}$55 $g^2/dL^2$ and albumin${\geq}$4 g/dL were not significantly different between the groups. Conclusions: There were no significant differences in outcome indicators for hemodialysis between the groups. Further studies are warranted into the mechanism that results in no differences in the outcome indicators for hemodialysis.

• Journal of Engineering Education Research
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• v.12 no.3
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• pp.96-106
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• 2009

The purpose of this study was to suggest possibility of adaptation of course-embedded assessment for program outcome in engineering education through literature review on concept, benefits, adaptation process, case study in higher education of course-embedded assessment. The model of course-embedded assessment was given with consideration for each step, that is, set up of program outcomes, check of related courses, selection of assessment tools, set up of performance criteria, implementation of course-embedded assessment, and analysis of results. Some prerequisites were given to set up course-embedded assessment successfully in engineering education field of Korea.

• Asian-Australasian Journal of Animal Sciences
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• v.31 no.9
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• pp.1525-1534
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• 2018

Objective: The aim of this study was to examine the use of outcome-based observations within Assured Dairy Farm scheme (ADF), Soil Association Organic Standards (SA), and cross compliance (CC) farm assessment reports. Methods: A total of 449 ADF reports, 37 SA reports and 26 CC reports were analyzed and their objective comments categorized as either resource-based or outcome-based. Results: A mean of 61.0% of ADF questions were responded to with comments, in comparison to 25.0% of SA and, 21.0% of CC report questions. The SA and CC reports had significantly more outcome-based comments than the ADF (p<0.001). The assessors' tendency of choosing resource-based approach was revealed in the questionnaire results. Conclusion: Generally, the comments were comprehensive and contained professional judgements. Large numbers of comments provided in the ADF reports were mostly compliant and resource-based evidence, which serves as proof of assessment rather than aiding the certifying process. The inclusion of specific welfare outcome measures in the SA inspection likely increased the use of outcome-based comments in the reports, irrespective of whether the farm achieved compliance with a given standards. The CC scheme, on the other hand, focused on providing outcome-based evidence to justify noncompliant decisions.