• 한국신재생에너지학회:학술대회논문집
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• 2009.11a
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• pp.300-300
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• 2009

Outcome Evaluation은 미국의 DOE(Department Of Energy)산하 EERE(Energy Efficiency and Renewable Energy)에서 프로그램 평가를 위해 사용하는 General Program Evaluation Guide에서 언급된 5가지 평가방법 중 하나로 프로그램의 결과를 측정하여 평가하는 방법이다. 이는 프로그램을 시행한 후 일정한 기간이 지난 뒤 프로그램의 목적을 달성함으로써 얻어지는 결과를 추산하여 그 기간 동안 프로그램이 의도했던 목적을 위해 얼마나 잘 수행되었는지를 보여준다. 본 연구에서는 Outcome Evaluation을 이용하여 한국에서 진행되고 있는 신재생에너지 보급사업에 대한 평가를 하였다. 현재 한국의 신재생에너지 보급사업은 크게 보급지원제도와 기반조성사업으로 나누어져 있으나 본 연구에서는 보급지원제도에 중점을 두어 평가를 진행하였다. General Program Evaluation Guide에 따르면 Outcome Evaluation의 방법론은 engineering estimation에서 survival analysis에 이르기까지 다양한 방법론을 제시하지만 본 연구에서는 Tabulation과 Correlation을 주로 활용하였다. 먼저 평가의 대상이 되는 프로그램과 시기를 정하고 평가지표를 산정한 뒤 위와 같은 방법론을 활용해 평가를 진행했고, 그 시사점을 도출하였다.

• Hwankyungkyoyuk
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• v.8 no.1
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• pp.107-121
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• 1995

The goal of this study was to establish the evaluation method, which consist of the principle, factor, procedure and checklist, on environmental camp program and then to support staffs of environmental camp for decision-making to improve pre-program and develop new one. The main principles of the evaluation method established in this study were Hierarchical holism and Open inter-communication. First, hierarchical holism focused at the interaction among six factors, which were divided by 3 steps : 1) goal(and objectives) 2) learners and sites 3) activities, staffs and media. Second, open inter-communication could be defined a feedback process among all program participants : manager, staff, teacher, volunteer, learner and so on. The evaluation checklist had been developed of 10 comprehensive items and 30 factor-items at the preliminary step but some items were assessed some complex or duplicate in the result of 3 case studies. The suggested checklist was diminished to 5 comprehensive items and 25 factor-items. Several alternatives, which included specifing learners and objectives, developing site-oriented program and establishing the evaluation sheet were suggested for improving environmental camp program.

• Journal of vocational education research
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• v.37 no.3
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• pp.1-23
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• 2018

The purpose of this study was to develop evaluation indicators which can help decision making in the quality control and improvement of the job capability strengthening program for the vocational high school depending on the situation, input, process and output of CIPP evaluation model. For this purpose, through the literature review and the research of expert opinions, the evaluation indicators for the job capability strengthening program in the vocational high school was designed. In addition, the Delphi research was conducted to 15 teachers in charge of job searching in specialized high schools and education related experts to validate it. The CVR value which indicates the value of validity was analyzed through the findings of the collected Delphi questionnaires and the degree of opinion consistency was analyzed through the degrees of agreement and convergence. Through the correction and complementation, the final evaluation criteria and evaluation indicators was decided. The evaluation criteria developed from the findings include 7 references such as requirement analysis, objective setting, implementation plan, implementation contents, program activities, program control & evaluation and program performance. Each Criteria has 41 evaluation indicators. It is expected that the finally decided evaluation indicators would be used by the people concerned with the job capability strengthening program at the vocational high schools and contribute to the quality improvement of the job capability strengthening program at the vocational high schools as well as its future directions.

• Korean Journal of Social Welfare
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• v.47
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• pp.334-368
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• 2001

The purpose of this study is to apply to the phenomenological self-evaluation method in the social welfare agency. It means that the phenomenological self-evaluation method accepts "the reality" which occurs in the social welfare setting, and functions for the social worker to play dual role of practitioner-evaluator. This paper examines two dimensions of social work evaluation theory and practice. Firstly, this study is to investigate a trend of evaluation in social work setting, and seeks theoretical aspect of phenomenological self-evaluation method, with emphasis on the strength and limit of the positivism evaluation methods. Although qualitative evaluation was suggested to make an alternative to the positivism by qualitative researchers, they did not suggest the specific methods and roles of the practitioner-evaluator. In this study, two directions of the phenomenological self-evaluation method are suggested to overcome the limitations. which are "environment-relation self-evaluation" and "program-oriented self-evaluation". Secondly, the result of phenomenological self-evaluation studies for the social welfare community center program and organization in kangnam district from June, 1994 (Program-oriented self-evaluation) to march, 2000 (Environment-relation self-evaluation) are presented. the phenomenological self-evaluation study showed the expected outcome such as; reflective self-training, making a practice knowledge, enhancing service quality, and reinforcing the identity of social welfare profession.

• Proceedings of the KSRS Conference
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• 2003.11a
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• pp.38-40
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• 2003

Project monitoring and evaluation is very important, as it can be used to indicate progress and success, including problems and impact of the project. It can also be used for improving project plan, administration, and management. GIS is the visualization method that is extremely helpful in decision making and planning. So GIS is an appropriate tool for agricultural project and program monitoring and evaluation. There are three ways of using GIS in project undertakings i.e. GIS for feasibility studies, GIS for project and program monitoring, and GIS for project and program evaluation.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.5
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• pp.369-379
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• 2017

The purpose of this study was to improve an university tutoring program qualitatively, evaluating and analyzing the case of tutoring program that students attended in order to strengthen their learning competences through CIPP(Context-Input-Process-Product). To do this, a tutoring survey with satisfaction survey was carried out for 90 students who participated in the final reporting meeting among those who joined the tutoring program at the second semester of 2016 year at the B university. In addition, a tutor interim checking workshop was held for the 49 tutors and qualitative analyses were carried out on the reflection papers submitted by students who were involved in the tutoring program. Tutoring program assessments were carried out in terms of several steps and their view points. They were the necessity of tutoring program for the context evaluation, the appropriacy of human-material resources and program planning for the input evaluation, the teaching and learning activity for the process evaluation and the influence, effectiveness, sustainability, transferability for the product evaluation. Survey results showed that the average scores were presented 4.05 for the context evaluation, 3.88 for the input evaluation, 4.08 for the process evaluation and 3.92 for the product evaluation respectively. Similar analysis results were represented from the tutor workshops and the reflection paper analysis results. Learners were satisfied with all the evaluation items, scoring more than the average level. However, it was necessary for the evaluation items that were rated low range to improve the program through detail modification plans.

• Journal of the Korean Society for information Management
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• v.35 no.3
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• pp.271-286
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• 2018

The purpose of this study is to measure the outcomes of a program provided by a public library using the evaluation framework based on Logic Model. A reading program for children which was operated by a public library in Seoul was selected. The outcome evaluation was started with the analysis of the reading program process including planning, operation, and evaluation. Based on the analysis, a logic model framework for outcome evaluation was developed. For evaluation, user, bibliography, and circulation data were collected from the library KOLAS system. Additionally, the participant information were extracted from the final report drafted after the program. The research results show that the number of circulation of program participants was increased after the program. In addition, the range of reading topic was expanded. These findings indicate that the reading program is an effective program for promoting children's reading habit and that outcome evaluation might be a valid tool to measure the effectiveness of public library programs.

• Journal of Engineering Education Research
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• v.22 no.6
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• pp.74-88
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• 2019

In recent years, the design has formed and operated convergence education in conjunction with many other academic fields, and ABEEK also encourages the participation of convergence engineering programs. The purpose of this study is to require design and software convergence major to operate program that accord engineering education certification criteria to develop a program outcomes evaluation system and examine its validity. The program outcomes evaluation system was developed in accordance with development research methods and procedures. As a result, developed evaluation system program outcomes for convergence-based program outcomes: convergence ability, creative thinking ability, entrepreneur ability, and design ability. Finally, it revised and supplemented them through expert validity examine. Expert validity review included 9 experts in engineering, IT engineering, education technology, and design. The validity, usefulness, intelligibility, universality, and explanatory power of the evaluation system were reviewed. The results of this study are expected to provide practical tools for operating ABBEK of convergence programs between design and engineering.

• 대한공업교육학회지
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• v.34 no.2
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• pp.179-204
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• 2009

As the concern with the educational training for human resources development in organizations grows, various programs are being offered in many places. Accordingly, the issue of securing the validity of the education and the importance of its assessment at the level of continuous quality management of the programs draw our attention. The purpose of this study is to offer the basic data of evaluation criteria for human resources development which knowledge-and-information saturated society requires, and also to draw out the greater area of human resources development educational program based on CIPP(Context, Input, Process, Product) model by Stufflebeam, an evaluation model concentrated on process, through literature and case study in and out of Korea. The result of the study is as follows. First, the evaluation areas drawn out by the greater sphere of context evaluation of human resources education program are needs analysis, goal setting, and organizational environment. Second, the evaluation areas drawn out by the greater sphere of input evaluation of human resources education program are educational program strategies, human resources, and physical resources. Third, the evaluation areas drawn out by the greater sphere of process evaluation of human resources education program are educational program management, teaching-learning strategies, and educational support environment. Fourth, the evaluation areas drawn out by the greater sphere of product evaluation of human resources education program are influence, effect, durability, and transference. The author supposes that these results will be able to become the basic materials for the systematic approach to educational programs through the analysis of evaluation criteria for and the greater sphere of educational program of human resources development.

• Journal of Agricultural Extension & Community Development
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• v.10 no.1
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• pp.43-56
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• 2003

Evaluation in both an art and a science. The art of evaluation involves working with the management to agree upon purpose and users of results, creating design and gathering information that are appropriate for a specific situation and a particular policy making context. The value of evaluating extension p개grams has received a lot of attentions recently, and many extension educations see evaluation as an integral part of their work. The science of evaluation involves determining standards and developing indicatiors, selecting methods appropriate to gather information in a systematic way, analyzing information to assist in determining the value of the program in an objective manner. First, extension specialists have to consider relative merits about methods of gathering evaluation data. Selection of method should be influenced by the type of information desired, time availability, and cost of using the method. Second, good evaluations involve stakeholders at all stages including planning, implementation, and utilization of results. Third, far from being an "add-on ," evaluation begins with the initial planning of an educational program. Fourth, it is important for extension specialists that although evaluation is valuable and essential in any effective program, one of the biggest mistakes of extension program evaluators in to promise results that cannot possibly solve all the problems of project.