• Communications of Mathematical Education
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• v.30 no.3
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• pp.375-392
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• 2016

The purpose of this study is to provide a philosophical reflection on mathematical process consistently emphasized in our curriculum and to stress the importance of sharing creativity and its applicability to the mathematical process with the value of sharing and participation. For this purpose, we describe five stages of changing process in a peer mentoring teaching method conducted by a teacher who taught this method for 17 years with the goal of sharing creativity and examine components of mathematical process and their impact on it in each stage based on learning environment, learning process, and assessment. Results suggest that six principles should be underlined and considered for students to be actively involved in mathematical process. After analyzing changes in the five stages of the peer mentoring teaching method, the five principles scrutinized in mathematical process are the principles of continuous interactivity, contextual dependence, bidirectional development, teacher capability, and student participation. On the basis of these five principles, the principle of cooperative creativity is extracted from effective changes of mathematical process as a guiding force.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.527-546
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• 2021

The purpose of this study is to reveal what mathematics teachers focus on and how they assess students' thinking during lessons enacted. For this purpose, we googled and searched internet sites to collect formative assessment materials for the year 2014 to 2019. The formative assessment tasks data were analyzed according to the levels cognitive demand levels and tasks suggested in textbooks in terms of degrees to which how they are related. The data analysis suggested as follows: a) most of the formative assessment tasks were at the low-level, in particular, PNC level tasks that require applying particular procedures without connections to concepts and meaning underlying the procedures, b) the assessment tasks appeared to be very similar to the tasks suggested in the secondary mathematics textbooks, and c) it seemed that 3 types of formative assessment, observation notes, self-assessment, and peer-assessment were dominantly utilized during mathematics lessons and these different types of formative assessment were employed apparently to find out whether students participated actively in class and in group activity, not how they go through understanding or thinking processes.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.25 no.3
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• pp.142-155
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• 2014

Objectives : The aim of this study was to develop an assessment tool for measurement of children's functioning in the mental health service. We conducted a preliminary study to develop a sensitive and inclusive scale focused on the functional changes of children rather than just focusing on their symptoms or screening. Methods : The Child and Adolescent Functional Assessment Scale and the Korean-Child Behavior Checklist (K-CBCL) were both administered to 134 parents of children with emotional or behavioral problems who participated in the Aizone program and also to 186 parents of elementary school children in the Seoul metropolitan area as a control group. SPSS version 12.0 was used for statistical analysis. Results : Most of the reliability coefficients were over 0.70 except those of the conduct behavior items, which showed relatively high internal consistency. The corrected item-total correlations ranged from .411 to 758, except those of conduct behavior items and special measure items. In a concurrent validity test with K-CBCL, the total behavior problem score of K-CBCL was highly correlated with the total score of the Child and Adolescent Functional Assesment Scale (r=.610). For the construct validity, confirmatory factor analysis was performed for each of four areas, including behavior (at home/school), achievement, peer relationship, and emotion. Conclusion : The results showed that the scale was statistically reliable and valid, except for conduct behavior items. This study was conducted only for parents with elementary children. An adolescents group should be included in future studies.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.117-129
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• 2022

The ability to creatively pursue new knowledge and perspectives across various disciplines has established itself as a basic literacy for living in the 21st-century convergence era. With the development of various creative education programs, assessment tools that can objectively and systematically evaluate learners' academic achievement are also required. Therefore, this paper proposed the self assessment, peer assessment, creativity assessment, and reflection tool based on the hyper blended practical model as assessment tools for creative convergence education programs for elementary and secondary school students. The developed assessment tools attempted to develop more completed evaluation methods by modifying two items and deleting four items through validity tests. In addition, the evaluation tool was applied to 596 elementary and secondary school students nationwide, and the application results were analyzed through one-way ANOVA and Wordcloud system. As a result of the analysis, it was found that the self assessment and the reflection tool need to develop questions according to the grade group. In addition, we proposed to use these assessment tools in blended classes or various educational activities in the changing classroom environment. We hope that this paper provides implications for developing evaluation systems and tools for creative convergence education.

• Asian Pacific Journal of Cancer Prevention
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• v.17 no.2
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• pp.863-866
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• 2016

Background: Extensive efforts have been made to investigate c-KIT expression in lung cancer specimens and its correlation with clinical outcomes, but the issue remains unresolved. Thus, this study will be conducted to clarify the prognostic value of c-KIT expression in lung cancer patients. Materials and Methods: We will search Pubmed, SCOPUS, and ISI web of sciences with no restriction of language. Studies with any design (except case reports or case series) evaluating correlations of c-KIT expression with survival or outcome in patients with lung cancer will be included. The outcome measures will include all types of survival indexes, including overall survival rate and disease free survival using Kaplan-Meier analysis and hazard ratios. Study selection and data extraction will be performed by two independent researchers. Quality assessment (assessment of risk of bias) and data synthesis will be implemented using Stata software version 11.1. Results: No ethical issues are predicted. These findings will be published in a peer-reviewed journal and presented at national and international conferences. Conclusions: This systematic review protocol is registered in the PROSPERO International Prospective Register of Systematic Reviews, registration number = CRD42015023391.

• Structural Engineering and Mechanics
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• v.59 no.4
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• pp.653-669
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• 2016

Recent earthquakes worldwide show that a significant portion of the earthquake shaking happens in the vertical direction. This phenomenon has raised significant interests to consider the vertical ground motion during the seismic design and assessment of the structures. Strong vertical ground motions can alter the axial forces in the columns, which might affect the shear capacity of reinforced concrete (RC) members. This is particularly important for non-ductile RC frames, which are very vulnerable to earthquake-induced collapse. This paper presents the detailed nonlinear dynamic analysis to quantify the collapse risk of non-ductile RC frame structures with varying heights. An array of non-ductile RC frame architype buildings located in Los Angeles, California were designed according to the 1967 uniform building code. The seismic responses of the architype buildings subjected to concurrent horizontal and vertical ground motions were analyzed. A comprehensive array of ground motions was selected from the PEER NGA-WEST2 and Iran Strong Motions Network database. Detailed nonlinear dynamic analyses were performed to quantify the collapse fragility curves and collapse margin ratios (CMRs) of the architype buildings. The results show that the vertical ground motions have significant impact on both the local and global responses of non-ductile RC moment frames. Hence, it is crucial to include the combined vertical and horizontal shaking during the seismic design and assessment of non-ductile RC moment frames.

• Journal of Korean Society of Water and Wastewater
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• v.20 no.5
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• pp.737-745
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• 2006

The goal of this study is to present an external pit corrosion rate($p_{ecr}$) model with considering both the age of pipe and the soil characteristics. The correlation of nonlinear exponential model among conventional empirical models was a little higher than other empirical models in the prediction of $p_{ecr}$ according to the age of pipe. However, there has been a limit to predict Peer with the model by using only a pipe age since installation as a variable. The soil analysis results from sixty nine samples showed that all of the samples were non corrosive in the assessment of ANSI/AWWA scoring system. The correlation of soil corrosion factors and $p_{ecr}$ was also low. The application result of linear and nonlinear regression models that soil characteristics only showed a low correlation with $p_{ecr}$ Proposed nonlinear regression model in this study, with considering both the age of pipe and the soil characteristics, showed a little higher correlation ($R^2=0.46$) than conventional model.

• Journal of Information Processing Systems
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• v.20 no.1
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• pp.105-115
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• 2024

The hybrid teaching approach of "MOOC + SPOC + Flipped Classroom" overcomes the constraints of time and space that are typically associated with traditional teaching methods, thus compensating for the shortcomings of traditional approaches. These changes in education are driven by the "Internet+" wave and the growing popularity of online teaching. The "MOOC + SPOC + Flipped Classroom" hybrid teaching mode can successfully compensate for the drawbacks of traditional teaching methods, thereby overcoming their restrictions. By defining relevant concepts, one can distill the key characteristics of the "MOOC + SPOC + Flipped Classroom" hybrid teaching mode. Formative assessment was employed to thoroughly evaluate the effectiveness of this teaching approach. By leveraging the advantages of massive open online course (MOOC), small private online course (SPOC), and flipped classroom, the "MOOC +SPOC + Flipped Classroom" teaching mode incorporates real-time student assessment through peer evaluation, computer-aided evaluation, and teacher evaluation. This mode promotes the simultaneous development of theoretical knowledge and practical skills, helping students to establish strong foundations while fostering their practical abilities. While the traditional teaching method remains fruitful, the convenience of today's network allows the teaching profession to continually evolve. The traditional teaching mode heavily relies on teachers, making it impossible to conduct lessons without them. However, the development of MOOC enables students to seek knowledge online from their preferred teachers, rather than solely relying on their assigned instructors.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.384-395
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• 2000

Recently performance assessments have been recommended as an alternative to traditional assessment methods such as multiple-choice written test. Performance assessment is suggested to facilitate students' creativity, participation and learning motivations in science classes. In this study, performance assessment materials were developed for a biology unit of middle school science 1, 'Plants Around Us', and then the assessment materials were applied to assess students' understandings and attitudes related to each topic of the unit. A total of 186 7th grade students at a southern large city participated in this study. From the study, the following were obtained: 1. Various type of the performance assessment materials, such as observation report, peer evaluation, interview have been developed for the unit 'Plants around us.' 2. Students' understandings on the topics appeared to be sound, and the students' interest and cooperative problem-solving abilities have been cultivated through the small group activities. The science classes became more student-centered. 3. Teacher's burden has increased due to the practices of performance assessment, but it could be handled by teacher's commitment and management skills. 4. The students' responses to performance assessments were positive, in general.

• Journal of the Korean Society of School Health
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• v.27 no.3
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• pp.169-180
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• 2014

Purpose: This study aims to investigate effectiveness in foreign Health Promoting School through a systematic review. Methods: To perform a systematic literature survey, the researcher searched two database (PubMed and Springer Link) for literature relevant to 'health promoting schools' (published up to April 2013 from 2004). The key words used for the search were "effectiveness", "evaluation" and "health promoting school". five evaluations in this review were selected in the peer reviewed. Results: 1. The areas of standardized assessments were dealing with school health policy, physical environment, psycho social environment, community participation, Literacy on health, personal hygienic skills, academic achievement, self reported health status, and mental health. 2. There was evidence that the health promoting school has some positive influence on various domains of assessment. Conclusion: This systematic review provides evidence concerning the effectiveness of the health promoting school.