• 정보교육학회논문지
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• 제14권4호
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• pp.659-666
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• 2010

수행평가는 교수 학습 과정과 평가 과정을 접목시키는 데 적절한 평가 방법이고 의미 있는 평가 결과를 얻기 위해 필수적이라고 인정되고 있다. 하지만 비용과 시간의 문제, 교사의 업무 부담으로 인해 학생이 소외된 교사 주도의 평가 방법이 주로 사용되고 있고 이는 평가 결과의 신뢰성에도 영향을 미친다. 본 연구에서는 학교현장에서 이루어지는 수행평가를 효율적으로 운영하고 학생들의 학습 효과 증진을 위해 오픈 소스인 무들(Moodle)을 활용하여 웹기반 수행평가 시스템을 개발하여 적용하였다. 이를 통해 웹기반 수행평가를 시도하는 교사로 하여금 시스템 개발의 부담을 덜어줌과 동시에 무들에서 제공하는 다양한 전략을 통하여 기존 동료 평가 방식에서 제기된 신뢰성 확보 문제도 해결할 수 있었다.

• 한국초등과학교육학회지:초등과학교육
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• 제32권2호
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• pp.113-126
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• 2013

In this study, the researcher aimed to increase productive reflection of pre-service elementary teachers through reflective journal writing and discussion after science peer teaching practice. 'Productive reflection' involves consideration and analysis of interrelationships among aspects of teaching including learners and learning, subject matter knowledge, assessment, and instruction. During 8 week efforts, productive reflection has increased gradually in both individual journal and class discussion. However half of individual journals didn't show productive reflection even in the final stage. This implicated that development of reflective thinking is an achievable but progressive change. By describing the progress in discussion and participants' responses on journal writing and discussion activity, this study shed light on practical ways of enhancing reflective teacher education.

• Journal of Korean Dental Science
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• 제7권1호
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• pp.6-15
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• 2014

Purpose: The purpose of this retrospective study is to investigate the degree of coincidence between the peer assessment rating (PAR) index and American Board of Orthodontics objective grading system (ABO-OGS) in the assessment of orthodontic treatment outcomes of Class I malocclusion cases. Materials and Methods: The sample consisted of 26 Class I patients. The PAR index was used for evaluation of pre-(T0) and posttreatment (T1) casts, and the ABO-OGS for assessment of T1 casts. If there was a reduction in PAR scores from T0 to T1 of more than 30%, the label 'PAR+' was given to the case, and if not, it was labeled 'PAR-'. If the ABO-OGS was less than 27, the label 'OGS+' was given to the case and if not, it was labeled 'OGS-'. 'A PAR-only qualified group' (PAR+), 'ABO-OGS-only qualified group' (OGS+), 'both indices qualified group' (PAR+/OGS+), and 'both indices disqualified group' (PAR-/OGS-) were compared with a Wilcoxon rank-sum test, sensitivity/specifi city test and Spearman's correlation test. Result: PAR scores for T0, T1, and percentage reduction were 21.1, 6.4, and 65.9%, respectively, and 35.4 for ABOOGS. The distribution of the 'PAR+/OGS+', 'PAR+', and 'PAR-/OGS-' group was 19.3%, 76.9%, and 3.8%, respectively. The T0-PAR, T1-PAR and PAR point reductions for the 'PAR+' group were significantly higher than those of 'PAR+/OGS+' groups (23.1 vs. 15.6; 6.7 vs. 4.6; and 16.5 vs. 11.0; all P<0.05). However, the PAR-percentage reduction and treatment duration between the two groups were not statistically different (70.0% vs. 67.0%, P=0.4325; 24.1 months vs. 25.0 months, P=0.4057). The T1-ABO-OGS score for 'PAR+' group was significantly higher than that of the 'PAR+/OGS+' groups (38.2 vs. 24.0, P<0.001). Conclusion: Since the fraction of the 'PAR+/OGS+' group was less than 20% and there was no significant correlation between PAR-percentage reduction and T1-ABO-OGS, development of a new index system for the accurate evaluation of treatment outcome is needed.

• 한국간호교육학회지
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• 제22권1호
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• pp.5-13
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• 2016

Purpose: The purpose of this study is to provide essential resources on various evaluation strategies by identifying relationships between professor-evaluation, peer-evaluation, and self-evaluation of the core basic nursing skills in nursing students. Methods: Forty third-year nursing students who participated in core basic nursing skills were given the same checklist that was used for assessment by the examiners. Then, the scores of the professor and the students were compared and analyzed with SPSS/WIN 18.0. Results: The scores of the student peer (178.54) and student self-evaluation(177.74) was significantly higher than the scores of professor-evaluation (172.05),(F=5.03, p=.008). There was a significant, positive correlation between the professor-evaluation and the student-peer-evaluation in skill-scores(r=.47, p=.002) and attitude-scores(r=.52, p<.001). In addition, the professor-evaluation and the self-evaluation each showed a significant, positive correlation in skill-scores(r=.61, p<.001) and attitude-scores(r=.36, p=.023). Conclusion: The study result indicates that in order to expand the evaluation method, the professor evaluation, as well as the student self and the peer evaluation, will contribute to improve the educational achievement of learners.

• International Journal of Human Ecology
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• 제11권1호
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• pp.49-63
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• 2010

The current study examined the effects of socio-demographic characteristics and peer relations on the emotional, behavioral, and comorbid disorder symptoms among low-low-SES children, using the Young Lives Survey: an International Study of Childhood Poverty: Round 1, 2002. Participants were 1,000 8-year-old children (502 boys and 498 girls) from low-low-SES families. Data were analyzed using ANOVA, t-tests, post hoc test (Scheffe's method), correlations, and multiple logistic regression analyses according to the analysis strategy. There was a moderate correlation between selected socio-demographic variables and emotional/behavioral disorder symptoms, and the caregiver's marital status, child's health compared to others, child's work status corresponded to significant differences in their emotional/behavior levels. Regarding the logistic regression analysis, in addition to the effects of socio-demographic variables reflecting the characteristics of less-developed countries, marital status, child's working status, and conflicts with peers proved to be detrimental to emotional, behavioral, or comorbid disorder symptoms in low-SES children, who have been lack quality parenting, social resources, and child human rights. Results indicated the need to develop health care services that would address those problems and appropriate intervention and prevention programs targeting children in low-income families. Moreover, careful assessment and intervention for child's health status, child's working status and peer relationship problems are suggested as possible strategies for helping children at risk of exhibiting further problematic behaviors.

• 대한수학교육학회지:수학교육학연구
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• 제27권2호
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• pp.291-312
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• 2017

최근 평가 관련 연구들에서 평가가 학생들의 학습 향상을 도와야 한다는 형성적 목적에 주목함에 따라, 교수-학습과 평가의 통합이 강조되고 있으며, 다양하고 적절한 평가전략 및 평가 도구가 필요해지고 있다. 교육현장에서 다양한 평가전략 및 평가 도구가 활용되기 위해서는 교사들이 직접 경험하고 각각의 장단점 및 학습자에게 미치는 영향에 대해 반성해보는 것이 필요하다. 본 연구는 예비초등교사들을 대상으로 여섯 가지 평가전략(피드백의 활용, 평가 기준의 제시, 평가의 모범사례 제시, 자기평가, 동료평가, 지필평가)을 경험하도록 하고, 각각에 대해 어떻게 인식하는지 조사하는 것을 목적으로 한다. 예비초등교사들은 한 학기 강좌가 진행되는 동안 각각을 경험하였으며, 학기말 설문지를 통해 각 평가전략에 대한 의견을 제시하였다. 조사결과, 예비교사들은 평가에 대한 인식에 따라 인지적, 정의적 영역의 향상에 도움이 된 평가전략을 다르게 제시함을 확인하였다. 이러한 결과는 교수-학습에서 다양한 평가전략 사용이 필요하다는 점, 평가의 형성적 목적을 포함하여 평가의 목적에 대한 예비교사들의 인식의 확장이 필요함을 시사한다.

• 수산해양교육연구
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• 제27권1호
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• pp.125-132
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• 2015

The purpose of this study was to search the concept and meaning of performance assessment(PA) in the classroom, and the to proposed some strategies to apply PA. The result of this study was presented below. First, differentiation strategy is necessary in the evaluation goal. Individualization will be an example of differentiation strategy in the evaluation of group goal. Second, various strategies are needed based on the subjects of evaluation. Self-evaluation, peer-evaluation, and small group-evaluation are some examples evaluation for the subjects. Third, there is a need for phase-strategy assessment. For the class associated performance assessment, we have to consider the evaluation activities based on the time likes before (pre), on, and after class. How to select the evaluation task is also one of the key sucess factors for improving the class associated performance assessment.

• 대한치과교정학회지
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• 제46권4호
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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.

• 한국컴퓨터정보학회논문지
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• 제17권3호
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• pp.175-183
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• 2012

본 연구는 동료평가 시스템의 활용도 제고 방안을 모색하기 위한 목적으로 수행되었다. 동료평가는 신뢰성과 타당성을 확보함에도 불구하고 평가 참여자의 측정치 왜곡 등 부정확한 평가결과로 폭넓게 활용되지 못하고 있다. 최근의 성과평가 연구에서는 평가가 이루어지는 프로세스에 대한 이해를 도모하기 위해 조직차원의 상황맥락에 주목하고 있다. 본 연구는 평가행동에 영향을 미치는 상황맥락요인으로 평가 자신감 및 평가 타당성을, 개인 성격 특성으로 자기모니터링을 채택하고 평가행동에 미치는 영향을 검증하였다. 445명의 학생을 대상으로 자료를 수집하여 가설을 검증한 결과, 평가 자신감 및 평가 타당성은 정확한 평가행동을 유인함이, 또한 자기모니터링은 조절효과를 가짐이 검증되었다. 기타 시사점 및 향후 연구를 위한 제언도 포함하였다.

• 한국심리학회지:법
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• 제11권1호
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• pp.63-87
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• 2020

판단과 의사결정 연구에서 사람들이 판단 대상과 무관한 정보에 의해 영향을 받아, 예측 가능한 방향으로 편향이 일어날 수 있다. 이런 편향은 법적 판단에서도 나타난다는 연구도 많다. 그 중 하나는 피고인의 성격증거에 의해 유도된 편향이다. 본 연구에서는 성격증거로 편향을 유도한 다음, 판단자의 사고를 촉진하는 활동을 통해 편향을 감소시키는 방안을 모색하였다. 실험 1에서는 대학생 121명을 대상으로 하여 토론, 반사실적 사고와 토론, 그리고 반사실적 사고와 동료평가를 한 경우로 나누어 어떤 방법이 피고인의 성격증거로 유도된 편향을 줄이는데 효과가 있는지를 알아보았다. 연구결과 탈편향 활동을 한 집단은 통제 집단보다 유의미하게 편향이 줄어들었지만, 세 가지 다른 탈편향 활동을 한 집단들 간에는 감소량에서 차이가 없었다. 동일한 설계와 절차로 일반인 125명을 대상으로 실시한 실험 2에서는, 대학생 집단과는 달리, 반사실적사고와 토론을 병행한 집단에서만 유의미하게 편향이 줄어들었다. 종합 논의에서는 대학생과 일반인 간에 왜 이런 차이가 나타났는지에 대한 탐색과 연구의 한계점, 그리고 향후 연구방향에 대해 다루었다. 본 연구는 탈편향 전략이 피고인의 성격증거로 인해 발생할 수 있는 오판을 축소시킬 수 있음을 확인하였다는 점에서 의의가 있다.