• Journal of the Korea Safety Management & Science
• /
• v.9 no.2
• /
• pp.1-8
• /
• 2007

Safety check-up and individual education, safety status wishes to present included safety assessment table for safety management assessment system construction about unit work process in Study. Safety management assessment table gives each grades about worker of unit work process, safety check-up, education, management and identifies merits and demerits of unit work process, it is that propose safety management assessment system that can reduce accident occurrence possibility.

• Journal of the Korean Society of Systems Engineering
• /
• v.19 no.1
• /
• pp.29-38
• /
• 2023

Independent Safety Assessment (ISA) is a third-party assessment that is to confirm that the system satisfies the safety requirements in the defined operational context. The process of this assessment often brings about many complex arguments that should be supported by evidence and justification. The communication between arguments and evidence is of the most importance in the context of safety case. This study illustrates how NOR-STA can be used for ISA process, showing the effective structure of safety compliance. The study outlines the steps to breaks down the top goal into many elements such as arguments, sub-goals, justification, context and assumptions. It concludes that the evidence-based safety conformance process utilizing NOR-STA provides a more effective and systematic representation of the independent safety assessment process in conformance cases.

• Journal of Information Technology Services
• /
• v.18 no.3
• /
• pp.143-154
• /
• 2019

The purpose of this study is to explore innovative adaptation of IT systems worldwide to support process-focus assessment. To this end, the study presents four cases from Australia, Singapore, the U.S.A., and Korea to inform educational policy and technology researchers and practitioners. Based on comparing the four chosen cases as benchmarks, the study concluded that IT systems and technologies can expedite and improve school interventions to enhance student learning in terms of time and quality. Also, educational big data and learning analytics can be used to systematically monitor and communicate individual student's progress among school stakeholders (i.e., teachers, students, parents, and administrators). Lastly, the study made some suggestions to support process-focused assessment in schools as following : 1) A more evidence-based, systems approach is needed to integrate the curriculum, instruction, and assessment to bridge the gap between educational policy and school practice; 2) It is critical to create ICT-friendly school environments so that meaningful data could be collected, analyzed, and stored from individual students and school units; 3) Teacher professional development is another area that needs special considerations and support to successfully implement process-focused assessment in schools.

• Journal of the Korean School Mathematics Society
• /
• v.16 no.4
• /
• pp.637-654
• /
• 2013

This study aims to suggest a Guide-Line for Assessment Items Development in Middle and High School Mathematics that was included in the plan for advancement of mathematics education(2012). Consequently, we categorized a Guide-Line for Assessment Items Development as three process: 'Lesson content analysis process', 'Assessment items making process', 'Assessment items completed process'. This study will contribute to improve teacher's assessment professionalism and can be used as self-diagnosis tools.

• Journal of the Korean earth science society
• /
• v.43 no.4
• /
• pp.557-566
• /
• 2022

The purpose of this study was to examine the status of the field application of the Science II career electives with the application of the 2015 revised curriculum up to the 3rd year of high school. This study focused on examining high school science teachers' perceptions of the student-participatory class and process-centered assessment in Science II subjects, which are career-intensive high school science electives. A total of 192 science teachers responded to the survey questionnaire, and 12 teachers participated in interviews. In the in-depth interviews conducted to supplement the survey results, questions were asked about changes in the overall class, the status of student-participatory classes, and changes in the assessment of Science II subjects due to the emphasis on process-centered assessment. The main research results included teachers' perceptions of changes in teaching and assessment methods with the application of the revised curriculum, the degree to which the eight skills used in Science II classes develop the key competencies of science, and the teaching and assessment methods commonly used in Science II classes. Science teachers generally agreed with the purpose and necessity of introducing student-participatory classes and process-centered assessment, which are the core purpose of the 2015 revised curriculum. However, they had difficulties in practice due to the excessive content of Science II subjects. Problems were also encountered with securing objectivity and fairness during assessments and the operation of online science classes due to COVID-19.

• Environmental Analysis Health and Toxicology
• /
• v.30 no.sup
• /
• pp.3.1-3.11
• /
• 2015

Objectives This study presents the indicators and proxy variables for the quantitative assessment of green chemistry technologies and evaluates the relative importance of each assessment element by consulting experts from the fields of ecology, chemistry, safety, and public health. Methods The results collected were subjected to an analytic hierarchy process to obtain the weights of the indicators and the proxy variables. Results These weights may prove useful in avoiding having to resort to qualitative means in absence of weights between indicators when integrating the results of quantitative assessment by indicator. Conclusions This study points to the limitations of current quantitative assessment techniques for green chemistry technologies and seeks to present the future direction for quantitative assessment of green chemistry technologies.

• Journal of Korean Society for Quality Management
• /
• v.41 no.4
• /
• pp.725-735
• /
• 2013

Purpose: The purpose of this study is to propose an Integrated Safety Evaluation Process (ISEP) that can enhances the safety aspect of the safety-critical system. This process utilizes the advantages of the iterative Systems Engineering process combined with the safety assessment process that is commonly and well defined in many standards and/or guidelines for railway, aerospace, and other safety-critical systems. Methods: The proposed process model is based on the predefined system lifecycle, in each phase of which the appropriate safety assessment activities and the safety data are identified. The interfaces between Systems Engineering process and the safety assessment process are identified before the two processes are integrated. For the integration, the elements at lower level of Systems Engineering process are combined with the relevant elements of safety assessment process. This combined process model is represented as Enhanced Functional Flow Block Diagram (EFFBD) by using CORE(R) that is commercial modelling tool. Results: The proposed model is applied to the lifecycle and management process of the United States aircraft system. The US aircraft systems engineering process are composed of twelve key elements, among which the requirements management, functional analysis, and Synthesis processes are considered for examplenary application of the proposed process. To synchronize the Systems Engineering process and the safety assessment process, the Systems Engineering milestones are utilized, where the US aircraft system has thirteen milestones. Taking into account of the nine steps in the maturity level, the integrated process models are proposed in some phases of lifecycle. The flows of processes are simulated using CORE(R), confirming the flows are timelined without any conflict between the Systems Engineering process and the safety assessment process. Conclusion: ISEP allows the timeline analysis for identifying activity and data flows. Also, the use of CORE(R) is shown to be effective in the management and change of process data, which helps for the ISEP to apply for the development of safety critical system. In this study, only the first few phases of lifecyle are considered, however, the implementation through operation phases can be revised by combining the elements of safety activities regarding those phases.

• Korean Chemical Engineering Research
• /
• v.44 no.3
• /
• pp.323-327
• /
• 2006

In this paper, the methodology of life-cycle assessment was applied to an ethanol production process based on catalytic reaction. The environmental performance of the process was quantified and compared with that of the fermentation process. The purpose of the assessment was to develop design guidelines for the environmentally better ethanol production. The assessment was carried only on the stages of raw material acquisition through ethanol manufacture since it was assumed that ethanol from two processes had the same environmental impacts through its use and discard. The inventory analysis of the catalytic process resulted in that carbon dioxide from methanol production was the major environmental impact. The impact assessment showed that the fermentation process was environmentally better than the catalytic one. Suggestions for environmental improvement of the catalytic process were prepared based on the assessment results.

• Communications of Mathematical Education
• /
• v.27 no.4
• /
• pp.581-609
• /
• 2013

Students' learning processes and mathematical levels should be correctly diagnosed in many different methods of assessment to help students learn mathematics. The study developed the model for the process-based assessment while using manipulatives in the middle school in order to improve problem solving, reasoning and communication which are emphasized in 2009 reformed curriculum as the areas of mathematical process. Identifying the principles of assessment, we created the assessment model for each area and carried out a preliminary study. Based on this, we revised the representative items and the observation checklist and then conducted a main study. Through the results of assessment, we found that students' thinking processes were well presented in scoring rubric for their responses on each item. It meant that the purpose of the assessment as a criterion-referenced test was achieved.

• Toxicological Research
• /
• v.17
• /
• pp.17-24
• /
• 2001

Risk assessment is useful tool making good decisions on the risks of certain hazardous com-pound and suggests safe margin through scientific process using toxicological data, statistical tool, exposure value and relevant variants. The goal of risk management is to protect the public health from hazardous compound based on result of risk assessment having reality. For the suggestion of exact man-aging information, risk assessment must be designed to represent a "plausible estimate" of the exposure to the individuals and to minimize uncertainty. Risk assessment methodology and knowledge are expected to change more rapidly than before and up-to-date methodology should be applied in regulatory aspects through the Agency. For the useful application of risk assessment, the communication between the risk assessor and the risk manager is needed before the initiation of the risk assessment and upon its completion. Generally, the risk assessment itself as a practical tool in the regulatory decision making process would be regarded with social economic impact.ic impact.