• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.301-309
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• 2005

The purpose of this study was to investigate the measuring range of portfolio assessment on students' abilities, using correlation coefficients of portfolio assessment with four other assessment methods. A portfolio system was developed based on low units of elementary fourth grade science, and applied to three fourth-grade science classes in Daejeon Metropolitan area and Gyunggi-do. Four different assessment methods, multiple-choice (short answer type), essay-type item, mind-mapping and laboratory assessment were also administered and scored by two elementary teachers attending graduate school. Correlation coefficients between portfolio assessment and four assessment methods were calculated with SPSS. Portfolio assessment showed moderate correlation with multiplechoice (short answer), essay-type, and mind-mapping, and low correlation with laboratory assessment. Portfolio assessment showed high correlation with multiple-choice assessment in 'understanding' and 'application' domains, but showed low correlation in 'recall' and 'inquiry' domains. In conclusion, portfolio assessment could measure various abilities measured by other assessment methods.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2006.10a
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• pp.213-219
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• 2006

Planning Environment Impact Assessment is regarded as one of the most important measures to achieve sustainable development in China. Conduct environment impact assessment for port planning was prescribed by Environment impact Assessment Law of the People's Republic of China. This Paper introduces the basic concept of Planning Environment Impact Assessment and Port Planning firstly, and then discusses the assessment indicators and assessment methods adopted in the Environment Impact Assessment for port planning. At last, the application of the indicators and methods are illustrated in case studies based on the practice on Port Planning's Environment Assessment in China.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2001.12a
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• pp.307-313
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• 2001

In this paper, we consider performance assessment methods of mathematics and investigate some difficulties which teachers have been grading of performance assessment of mathematics. And also, using fuzzy theory, we define fuzzy grade sheets for performance assessment of mathematics and discuss some usefulness and simple examples of this new definition.

• Journal of Environmental Impact Assessment
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• v.4 no.3
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• pp.95-102
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• 1995

Environmental Impact Assessment (EIA) in Korea has worked toward environmental conservation and decision making since the Environmental Impact Statement of 1981. In order to implement the EIA process effectively, we have developed a system for and various methods of EIA. Among these methods, the Environmental Information System, which was introduced recently in Korea, can be used to integrate geographic and attribute data effectively. This study includes methods by which we may use the Environmental Information System. First of all, it explains building EIA factors on the natural environment, the living environment, and the socio-economic environment defined by Environmental Impact Statement regulations in Korea. This study also presents some applications of the assessment methods concerning suitability analysis of landfill sites. Finally, it shows the effectiveness of the Environmental Information System in odor impact assessment. Based on these analysis, the study makes some conclusions for the applications of the Environmental Information System.

• The Korean Journal of Emergency Medical Services
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• v.28 no.1
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• pp.97-112
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• 2024

Purpose: This study compared the relative importance of educational content, teaching methods, and evaluation methods in the patient assessment curricula of 119 emergency medical technicians (EMTs). Methods: First, we identified the educational content, training hours, and teaching and evaluation methods of the existing patient assessment curriculum based on the National Competency Standard learning module. Second, we surveyed 30 EMTs affiliated with 119 services using the Analytic Hierarchy Process (AHP) method. Subsequently, we compared the differences between the current curriculum and the AHP analysis results. Results: Currently in operation, the "Advanced EMT Course" comprises three learning modules: assessment of patient status, scene size-up and triage, and assessment using monitoring devices. Among these, content related to the assessment of patient status received the most allocated time and was deemed the most important according to the AHP survey results. Conversely, while less time was allocated to scene size and triage compared with assessment using monitoring devices, the former was assessed as more important than the latter in the AHP results. Furthermore, scenario-based team training and procedure-focused individual practice were evaluated as relatively important teaching methods, while practical examination using a checklist was deemed the most appropriate evaluation method for all learning content. Conclusion: To improve the patient assessment curriculum, we propose adjusting teaching hours and introducing new teaching and evaluation methods based on the results of relative importance. The proposed improvement plan will contribute to enhancing the competency of 119 EMTs.

• Journal of The Korean Association For Science Education
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• v.42 no.6
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• pp.597-610
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• 2022

In this study, we investigated actual cases of assessment science teachers conducted and the cases they preferred in a typical situation based on the curriculum in the context of 'Scientific Inquiries in the History' of Scientific Inquiry Experiment. A questionnaire composed of descriptive questions was developed and a survey was conducted with 70 science teachers with experience in teaching 'Scientific Inquiries in History'. Interviews were conducted with eight of them. The assessment cases were analyzed in terms of the assessment areas and assessment methods, and the results were compared. The analyses of the results revealed that 'scientific inquiry ability' accounted for the highest ratio of the assessment areas in the actual cases of assessment. There were few cases that assessed the core concepts presented in the curriculum, 'the nature of science' and 'scientists' inquiry methods'. The assessment methods were greatly biased toward the report method and various assessment methods were not used. In preferred cases of assessment, the ratio of cases that assessed the core concept increased slightly, however the frequencies remained at a low. As for the assessment methods in preferred cases of assessment, the measurement methods decreased, the performance methods increased, and the informal methods which were not shown in the actual cases appeared. However various assessment methods were still not used. The causes of the survey results were analyzed based on the opinions of the teachers who participated in the interviews. Based on above results, plans to actively conduct NOS assessments in Scientific Inquiry Experiment are discussed.

• Journal of the Ergonomics Society of Korea
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• v.22 no.3
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• pp.75-91
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• 2003

Evaluation of repetitiveness for hand-intensive tasks is essential to determine the level of risk for upper-extremity musculoskeletal disorders at the workplace. Many measures and methods have been introduced for repetitiveness assessment: however, our understanding of the differences among these measures and methods is lacking. The present study compared the repetitiveness measures and measurement/analysis methods to help practitioners apply the proper repetitiveness assessment methodology in the workplace. By reviewing 51 studies of repetitiveness assessment, measures and corresponding measurement/analysis methods were surveyed. Of the repetitiveness measures, two types of dimensions (frequency and time) and corresponding types of analysis scopes were identified. According to the dimensional and analysis-scope types. the repetitiveness measures were categorized and then the surveyed studies were counted for each measure. It is identified that frequency measures have used 2.7 times higher than time measures and the frequency of wrist motions has been most frequently used in repetitiveness assessment. Furthermore, the measurement methods were categorized into objective and subjective methods, and the analysis methods into statistical and spectral methods. Lastly, eight factors (accuracy, reliability. sensitivity. efficiency. ease of use. applicability. interference. and robustness) were listed to be considered in selecting the appropriate assessment methodology.

• Journal of Environmental Health Sciences
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• v.48 no.5
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• pp.266-271
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• 2022

Background: The selection of distributions of input parameters is an important component in probabilistic exposure assessment. Goodness-of-fit (GOF) methods are used to determine the distribution of exposure factors. However, there are no clear guidelines for choosing an appropriate GOF method. Objectives: The outcomes of probabilistic consumer exposure assessment were compared by using five different GOF methods for the selection of input distributions: chi-squared test, Kolmogorov-Smirnov test (K-S), Anderson-Darling test (A-D), Akaike information criterion (AIC) and Bayesian information criterion (BIC). Methods: Individual exposures were estimated based on product usage factor combinations from 10,000 respondents. The distribution of individual exposure was considered as the true value of population exposures. Results: Among the five GOF methods, probabilistic exposure distributions using the A-D and K-S methods were similar to individual exposure estimations. Comparing the 95th percentiles of the probabilistic distributions and the individual estimations for 10 CPs, there were 0.73 to 1.92 times differences for the A-D method, and 0.73 to 1.60 times differences (excluding tire-shine spray) for the K-S method. Conclusions: There were significant differences in exposure assessment results among the selection of the GOF methods. Therefore, the GOF methods for probabilistic consumer exposure assessment should be carefully selected.

• Korean Medical Education Review
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• v.15 no.1
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• pp.25-30
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• 2013

Assessment plays a vital role in outcome-based education (OBE). This article describes the characteristics of assessment and appropriate assessment instruments for measuring learning outcomes in OBE. Assessment in OBE needs to be formative, continuous, and frequent. Miller's pyramid is useful for selecting the appropriate assessment instruments to reflect a specific outcome; different methods can be applied to evaluate one outcome. Outcomes and competency mean that student must 'do'; therefore, performance tests are emphasized. Qualitative methods as well as quantitative methods are used to evaluate the outcomes of areas such as professionalism or ethics. An absolute criterion-based standard is usually applied to decide whether students pass or fail, but the decision should be based on gathering value judgments and reaching consensus. Active participation of faculty members and students in assessment is crucial.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.17 no.8
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• pp.2053-2067
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• 2023

This paper proposes two video quality assessment methods based on deep neural network. (i)The first method uses the IQF-CNN (convolution neural network based on image quality features) to build image quality assessment method. The LIVE image database is used to test this method, the experiment show that it is effective. Therefore, this method is extended to the video quality assessment. At first every image frame of video is predicted, next the relationship between different image frames are analyzed by the hysteresis function and different window function to improve the accuracy of video quality assessment. (ii)The second method proposes a video quality assessment method based on convolution neural network (CNN) and gated circular unit network (GRU). First, the spatial features of video frames are extracted using CNN network, next the temporal features of the video frame using GRU network. Finally the extracted temporal and spatial features are analyzed by full connection layer of CNN network to obtain the video quality assessment score. All the above proposed methods are verified on the video databases, and compared with other methods.