• Journal of the Korean BIBLIA Society for library and Information Science
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• v.24 no.3
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• pp.135-156
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• 2013

In recent years, universities as higher education institutions have counted upon social accountability that assure their educational performance and quality. University assessment accreditation are being used internationally as a means to ensure the accountability. Current trends in American accreditation standards emphasize student learning outcomes such as problem solving, critical analysis, creativity instead of inputs such as physical and human resources. Also, American accreditation standards underscore the importance of information literacy as a learning outcomes. The purpose of this study is to compare and to analysis accreditation standards of Korea and American in the view point of library and information literacy. This study suggest basic directions how to apply these information literacy in accreditation standards of Korea. The accreditation standards of Korea need to reflect information literacy in terms of to enhance learning outcomes. In particular, this accreditation standards has to include collaboration between librarian and faculty within standard for accreditation.

• Journal of Engineering Education Research
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• v.19 no.2
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• pp.70-75
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• 2016

This paper deals with a result of case study for the development of CEA(Course-Embedded Assessment) design tool for engineering education accreditation implementing programs. Many programs have been devoting efforts to apply CEA to their engineering education. In order to effectively apply the CEA to educational program, it is required to develop the standardized form or scheme for CEA application. As a preliminary approach, we propose the design tool and the result of a case study for CEA application in engineering education.

• Journal of Engineering Education Research
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• v.9 no.3
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• pp.62-66
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• 2006

Although it has taken some time to apply the accreditation system in Korea, most programs have a very difficult time in assessing program outcomes, one of the most important standards in accreditation. The major purpose of this work is to suggest a method, so called course embedded assessment, by which to assess a course that includes several program outcomes. The course was evaluated based on student performance on each exam taken in the course as well as a report submitted by the students. The course embedded assessment provides not only an effective tool by which to assess course-set program outcomes, but also allow the instructor to follow up and/or modify the course material to be offered in next semester.

• Journal of Internet Computing and Services
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• v.17 no.1
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• pp.73-81
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• 2016

This paper deals with the practical experience and lessons to develop a method of course-embedded assessment for program outcomes in Computer Science & Information Engineering. In engineering education, ABEEK(Accreditation Board for Engineering Education of Korea) has been nominated as an official accreditation from Korean government under some conditions of fulfillment. One of the conditions is enforcement of course-embedded assessment for program outcomes. In this paper, a method of course-embedded assessment in Computer Science & Information Engineering is suggested. The case study was done in a basic project course which includes the special assessment methods in project courses. The case study of course-embedded assessment in a basic project course was given with consideration for each step, that is, set up of program outcomes which are highly related to the course, selection of assessment tools such as written examination and project-based assessment, set up of assessment criteria, implementation of course-embedded assessment, and analysis of results. The proposed method is expected to be a good example to construct the whole strategy for course-embedded assessment in Computer Science & Information Engineering.