• Journal of Software Assessment and Valuation
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• v.16 no.1
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• pp.37-44
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• 2020

The similarity of the software is extracted by the verification of comparing with the source code. The source code is the intellectual copyright of the developer written in the programming language. And the source code written in text format contains the contents of the developer's expertise and ideas. The verification for judging the illegal use of software copyright is performed by comparing the structure and contents of files with the source code of the original and the illegal copy. However, there is hard to do the one-to-one comparison in practice. Cause the suspected source code do not submitted Intentionally or unconsciously. It is now increasing practically. In this case, the comparative evaluation with execution code should be performed, and indirect methods such as reverse assembling method, reverse engineering technique, and sequence analysis of function execution are applied. In this paper, we analyzed the effectiveness of indirect comparison results by practical evaluation . It also proposes a method to utilize to the system and executable code files as a verification results.

• Journal of Environmental Impact Assessment
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• v.8 no.2
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• pp.65-71
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• 1999

Characteristics of food garbage discharged from primary schools in Seoul Metropolitan city were analysed from a recycling point of view. The results of study are epitomized as follows : 1. Factors of generation of food garbage are mainly an unbalanced diet habit, indifference of class teachers, and worn-out cooking equipments. 2. Measures of reduction are principally a written message to parents, broadcasting in the school, and instructions. 3. Methods of recycling are mainly feed stuff, composting by school itself, composting on commission, and making feed stuff on commission. 4. Obstacles of food garbage recycling are a nasty smell of composting apparatus, an excessive fuel consumption of composting apparatus, a high concentration of salt, and an unstable demand for feed stuff and compost produced from food garbage. 5. Correlation factors are like follows : the number of feeding children and food garbage weight after cooking is 0.35, total food garbage generated and monthly treatment cost of food garbage is 0.20, individual school lunch expenses and food garbage weight after cooking is -0.10, individual school lunch expenses and food garbage generated per capita is 0.02, and individual school lunch expenses and monthly treatment cost of food garbage is 0.03.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.11 no.4
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• pp.815-825
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• 2007

The existing web-based self-directed learning systems are in short for the ability of learning skills assessment. Even worse, hey only give test scores as an indicate for test skills, which is also not a good measure for learning skills assessment and makes it difficult to assess learning skills objectively and to present clear assessment criterion. In this paper, we proposed an improved self-directed learning system using fuzzy logic, which can be controlled by learners themselves and helps to evaluate their on learning process. We also implemented the system on the written examination of Engineer Information Processing. The purposed system lust calculates membership functions of learning tine, learning frequency, testing time, and test score. Using them the final membership functions of learning and test skills are calculated and presented in a graphical, i.e. mon understandable, way to user. The purposed system helps learners to assess their achievement and to plan future schedule, and the survey result on the students used the system also supports that.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.769-781
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• 2016

This study investigated the interactions among the PCK components of pre-service secondary chemistry teachers considered in the processes of making written test items individually and in small groups. The processes of making written test items individually for 8 pre-service teachers was studied through the think-aloud method. The analysis of the results revealed that the 'assessment in science education' of the five PCK components was most frequently used in making test items. 'Curriculum for science education,' 'subject matter knowledge,' and 'students' were also frequently used although fewer than the previous component. However, 'instructional strategies and instruction for science education' was hardly used. The integrations between two or three components with various types were frequently found. However, integrations among four to five components were not found. The processes of making written test items in two small groups consisting of four pre-service teachers were observed. The analysis of the results revealed that the PCK components used in small groups were similar to those in the individual processes. However, 'curriculum for science education' was less frequently used, and the numbers of subcategories used at a relatively high frequency increased from other four components in small groups. In the aspects of integration, the proportion of the integrations between two components decreased and that for three components increased compared with those in the individual processes. The integrations among four or five components were also newly found. However, the integrations of 'curriculum for science education' with the other components were less frequently found. The integrations of 'instructional strategies and instruction for science education' with other components were still hardly found.

• Journal of Environmental Impact Assessment
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• v.29 no.5
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• pp.391-402
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• 2020

Health Impact Assessment based on municipal law is performed and written in the sanitary and public health part in the current environmental impact assessment. Residential development projects such as housing site development etc., are not subject to health impact assessment under Article 13 of the Environmental Health Act. However, health impact assessment is conducted partially based on the review that health impact assessment targets which are identified among substances emitted from pollutants nearby industrial complexes should be assessed risk (including carcinogenic and non-carcinogenic) at the stage of the environmental impact assessment consultation. Although residential development projects do not have plans for pollutant emitting facilities that emit hazardous air pollutants, there is a possibility that residents might be affected by pollutants from industrial complex near residential area in the future. In this study, Health impact assessment was conducted to examine the impact on residents in planned areas by analyzing previous residential development projects. We predicted future impact by using the literature survey results on surrounding area (case1) and conducting contribution analysis (case2) and predicting exposure concentration of carcinogenic substances applying Atmospheric Diffusion Model (AERMOD). By this study, we concluded that applying on-site survey, contribution analysis and prediction of exposure concentration by using AERMOD complementarily will be effective to assess the health impact to the receptors by pollutants from industrial complexes near the planned zone.

• Journal of Environmental Impact Assessment
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• v.4 no.1
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• pp.37-46
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• 1995

This study was carried out to find the problems of assessment on terrestrial ecosystem part in environmental impact analysis(EIA) and to suggest the proper amelioration measures by analyzing 19 environmental impact statements(EIS) published during the period from 1991 to 1994. The results obtained from this study were as follows. Field survey for the investigation of fauna and flora in project areas should be conducted at least 3 times a year and name of investigator should be written on the EIS clearly. Increase or decrease in degree of green naturality and productivity cannot be an absolute criteria for expressing the amount of changes in ecosystem. Evaluation for the ecosystems and their composition in project area is more important than presenting merely the increase or decrease in degree of green naturality and productivity. Alleviation measures in 19 EISs analyzed in this study were summarized into 6 types: They are establishment of landscape plan, transplanting of useful trees preservation of big tree and protected species, restoration and preservation of existent vegetation, establishment of soil conservation measures and diminution of the impact on animal. However, they were somewhat insufficient because they wouldn't suggest the alleviation measures in detail. The more positive counter-proposals are needed to decrease the impact of the project on terrestrial ecosystem.

• Journal of Engineering Education Research
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• v.13 no.4
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• pp.87-92
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• 2010

It is strongly desirable to continuously study the program outcomes that are one of the requirements of engineering accreditation. In this paper, the results of program outcome evaluation obtained by using four tools - exit written exams, essay tests, capstone design, and an official English test - were compared to those of program outcome evaluation obtained by a course-embedded assessment method. The former evaluation was carried out for 15 students who graduated in February 2010 by using the four evaluation tools, while the latter was performed by using a course offered in the Spring and Fall semesters in 2009. Two evaluation results revealed no large difference in almost all 12 program outcomes, which indicates that course-embedded assessment would be one of the practical and effective program outcome evaluation tools.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.503-522
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• 2013

In the 2009 new curriculum reform, where creativity is the key point, assessment methods for mathematical creativity is recommended. However, lessons for creativity are not carried out well in mathematics classes. One of the reasons for this is the lack of assessment methods for student's creativity and specific instructions on how teachers should evaluate their students using a written test. Therefore, in this paper, we propose a simple way to evaluate student's creativity by differentiating the student's solutions of the posed problems. For validation of the proposed method, we identified the properties of excellent problem solutions cited by both the students group and teachers group. A chi-square test was then carried out to compare any differences in frequency that each of the groups chose as an excellent solution as a result of the student's problem solving

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.563-579
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• 2016

This study seeks educational implication by analyzing research papers dealing with science assessment in the most recent 30 years in Korea. The main purpose of the study is to analyze the trends in published papers on science assessment, their purpose, methodology, and key words, especially concentrating on the cognitive and affective domains. We selected 273 research articles and categorized them by research object, subject, methodology, and contents. To examine the factors that affect the research trend, we also tried to contextualize papers' theme in terms of changes in national curriculum and assessment system during the contemporary period. As a result, an overall research trend reflects changes in science curriculum and assessment events such as implementation of college scholastic ability test or performance assessment. There is an unequal distribution in various aspects of the researches, showing a superiority in cognitive domains than the affective ones. By using standardized data obtained through the national and international assessment of educational achievement in science, quantitative researches were superior to qualitative ones. Studies on cognitive domain use variously written- and performance-based tests, whereas most studies of the affective ones prefer written tests. Applied research and evaluation research are predominant comparing to basic ones, which most of the research methodology is based on statistics. Lastly, we found out that key words and subjects tend to be subdivided and detailed rather than general and comprehensive, as time goes on. Such trend will be helpful to elaborate and refine assessment tools that have been regarded as a problem.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.182-195
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• 2023

The purpose of this study was to analyze reports from research middle schools based on the criteria for process-focused assessment to find out how the characteristics of process-focused assessment were being implemented in middle school science classes. The analysis criteria for the characteristics of process-focused assessment (integration of lessons and assessments, evaluation elements and methods, content and timing of feedback, and learner growth management) were extracted. Using the analysis framework, the result reports of seven research middle schools for process-focused assessment were analyzed. In terms of integration of lessons and assessments, when the process-focused assessment was operated, the class and evaluation plan were well implemented based on the curriculum achievement standards, but the process-focused assessment was recognized as a performance evaluation. In terms of evaluation elements and methods, the evaluation element for knowledge was the main component, and competency was presented in the planning stage, but competency was not dealt with in class execution. The evaluation method was biased toward teacher-centered observation evaluation and written test, and the setting of scoring criteria for each evaluation element was insufficient. In terms of the content and timing of feedback, feedback was mainly provided based on achievement confirmation, but no case was found in which scaffolding was provided at an appropriate time for insufficient parts in the learning process. In terms of the learner's growth management, the competencies cultivated through science classes were included in the detailed subject specialties of the school record. However, little was shown in the report on how to systematically manage the process of developing learners' competencies and reflect the evaluation results to teachers' class improvement.