Assessment for Learning to Integrate Multimodality with Academic Presentations in a Multilingual MBA Classroom

( Yiboon Chang ) 한국멀티미디어언어교육학회 2019 멀티미디어 언어교육 Vol.22 No.1

This study investigated 34 multilingual MBA students’ attitudes and engagement in teacher and peer-group assessment for learning on academic presentations in an intact classroom. In this teacher research, the assessment rubric was designed and implemented by integrating multimodality into academic presentations. Language, visual, auditory, gestural, and spatial design elements were introduced to the students as a means of meaning representation, followed by in-class practices of peer-group assessment on sample multimodal presentations. The students found both teacher and peer-group assessment strongly helpful to improve their presentation skills. They had strong belief in teacher expertise in response to the teacher assessment, and highly valued the opportunity of evaluating peer-group performance to reflect and improve their own presentation skills. Despite some concerns about inconsistent assessment results from peer groups and difficulties in understanding the new concept of multimodality, the students appreciated various audience perspectives and opportunities of learning multimodal literacy practices through the assessment practice. The teacher and peer-group assessment moderately correlated, showing the strongest correlation in the assessment of multimodality. This study suggests potentials of utilizing assessment for learning to enhance student awareness of designing multimodal texts, and meaningful pedagogical implications to develop and implement multimodal assessment.

온라인 총괄평가 시스템 개발 방향 탐색을 위한 기초연구

신은진,김수철 사단법인 미래융합기술연구학회 2021 아시아태평양융합연구교류논문지 Vol.7 No.11

As the 2015 revised curriculum is activated at all school levels, schools are applying continuous assessment and use of various assessment methods to aid the teaching-learning process. However, summative assessment does not stand out due to the perception that it is a result-oriented assessment. Therefore, with a focus on the role of summative assessment in the assessment paradigm for learning, in this study, assessment using an online summative assessment system was proposed. Recently, the Ministry of Education is preparing a plan to introduce and implement the computer-based assessment of academic achievement (eNAEA), the representative overall assessment of Korea. In this context, summative evaluation by school unit was also explored as basic data for online development. Therefore, in this study, the direction for the development of an online summative assessment system that can increase the effectiveness based on the role of summative assessment in the changing assessment paradigm was explored. To this end, based on the current status of the online and domestic online assessment systems and the theoretical and methodical exploration for establishing the online summative assessment system, the researchers discussed the assessment of the online summative assessment system and development plans in theoretical, technical and functional aspects. 2015 개정 교육과정이 모든 학교급에 활성화됨에 따라 학교에서는 학습에 도움을 주고자 교수-학습 중 지속적인 평가시행 및 다양한 평가 방법 활용을 적용하고 있다. 그러나 총괄평가는 결과 중심적인 평가라는 인식으로 인해 두각을 받지 못하는 상황이다. 이에 학습을 위한 평가 패러다임에서의 총괄평가 역할에 초점을 두고 본 연구에서는 온라인 총괄평가 시스템을 활용한 평가 시행을 제안하였다. 최근 교육부에서는 우리나라 대표적인 총괄평가인 학업성취도 평가를 컴퓨터 기반 학업성취도 평가(eNAEA)로 도입 및 시행 방안을 마련하고 있다. 이러한 맥락에서 학교 단위별 총괄평가 또한 온라인으로 개발하는 방안에 대한 기초자료로 탐색하였다. 따라서 본 연구에서는 변화하는 평가 패러다임에서의 총괄평가의 역할을 기초로 효과성을 증대시킬 수 있는 온라인 총괄평가 시스템 개발을 위한 방향성을 탐색하였다. 이를 위해 국내외 온라인 평가 시스템 현황과 온라인 총괄평가 시스템 구축을 위한 이론적, 방법적 탐색을 토대로 온라인 총괄평가 시스템의 평가 및 이론적, 기술 및 기능적 측면에서의 발전 방안에 논의하였다.

중학교 과학 수업에서 지필 평가와 과정중심평가에 의한 학업성취도 비교

정원준,김용진 한국생물교육학회 2022 생물교육 Vol.50 No.2

This study compared the achievement of students after conducting paper-assessment and process- focused assessment for the same unit in middle school science class. In order to compare the achievement of paper- assessment and process-focused assessment, the correlation between the score of paper-assessment and those process- focused assessment was calculated. By comparing the grades of all students, correlation was obtained, and correlation was also obtained for male and female students. The correlation between paper-assessment and process-focused assessment scores for all students is .903, boys .858, girls .924. It showed quite high relevance. In addition, the change in achievement grade was also analyzed for each individual. 88% of students had the same achievement grade for paper- assessment and process-focused assessment, and 11% had higher achievement grade for process-focused assessment than paper-assessment and 1% had the opposite. It was confirmed that the achievement grade of the process-focused assessment was improved compared to the paper-assessment in female students compared to male students. Finally, interview analysis was conducted on students who showed a difference between paper-assessment and process-focused assessment. Through this, it was confirmed that it was effective to conduct a process-focused assessment by replacing the current paper-assessment.

디자인교육에서 평가방법이 창의적 인지과정에 미치는 영향

이희명 한국공간디자인학회 2021 한국공간디자인학회논문집 Vol.16 No.4

(Background and Purpose) In design education, as creativity is not clearly measured, assessment has not been the subject of considerable research. Moreover, design education adopts assessment methods from other education fields such as science, engineering, and even literature. Design practice is quite different as well and involves both creativity and crafting skills. As in other studio classes, final outcomes are used as the main measure of learning in current assessment. These are guided by teachers’ feedback for learners to reach outcomes. The study began with the question of whether the current method of assessment would help creativity. The research question considered which assessment method is appropriate for basic design education. The purpose was to compare the summative assessments representing the current method to the revised formative assessments focused on cognitive creative skills. The revised formative assessment involves giving feedback with grading on the four cognitive characteristics of creativity and other design processes. In other words, it compares the former, in which the final outcomes receive grades, and the latter, with grading of each design process, including creative cognition. (Method) A case study was conducted with 200 undergraduate students enrolled in design school at a single university. They were divided into two groups. One group received the summative assessment and the other the revised formative assessment with grading. Both groups received verbal feedback on the four creative cognitive processes. The data included 200 students’ surveys and 11 students’ in-depth interviews. The survey comprised 17 questions on a four-point rating scale and three open-ended questions. The in-depth interview focused on two questions: 1) the effect of the revised formative assessment on concept generation and 2) the effect of the revised formative assessment on final outcomes. (Results) The independent t-test compared the means between the two groups. There were statistically significant differences between the two groups in terms of the influence of assessment on creativity. Moreover, there were statistically significant differences in the three creative cognitive processes, “Digging Deeper into Ideas,” “Openness and Courage to Explore Ideas,” and “Listening to One’s Inner Voice.” In the interview, the revised formative assessment with grading helped to communicate and manage resources efficiently but created ideation pressure. (Conclusions) The implications of the results were as follows: 1) different assessment methods are needed for each creative cognitive process; 2) the feedback assessment must be supplemented to communicate it clearly; and 3) assessment in design education must be more sophisticated and systematic. (연구배경 및 목적) 디자인교육에서 평가는 창의성과 예술성이라는 정량화하기 어려운 요소들 덕분에 연구가 활발하지 못하다. 그러나 이런 요소뿐만 아니라, 수업진행 과정도 타 분야와 다르기에 일반적 평가와 차이가 있다. 본 연구는 기존의 평가방법이 창의성에 도움을 주는가라는 의문에서 시작되었고, 구체적으로 기초디자인 교육에 적합한 평가방법이 무엇이냐는 연구문제에 도달했다. 그동안 결과에 중점을 두었던 평가에서 벗어나 과정 평가가 창의적 인지과정에 도움이 되는가를 알아보기 위한 사례조사이다. 현재의 평가방법은 수업 과정 중 피드백을 주며 최종 디자인 결과물을 보고 종합적으로 평가하는 것이 일반적이다. 즉, 아트웍의 평가는 최종 결과물로 진행해왔다. 본 연구는 단계별 평가가 디자인 학습에 영향을 미치는가를 알아보고자 한다. 특히 창의적 인지 과정에서 단계별 평가가 영향을 미치는지에 집중했다. (연구방법) 기초디자인을 학습하는 학부생 200명을 두 그룹으로 나누어 한 그룹은 기존의 평가방법인 최종 결과물을 보고 등급평가를 하였고, 다른 한 그룹은 수업과정 단계마다 등급평가를 진행하고 이를 학생에게 알려주었다. 단계별 평가는 창의적 인지 과정인 4가지 단계에서의 평가와 디자인 시각화 작업과정 3단계마다 평가를 진행했다. 즉, 단계마다 피드백과 점수화된 평가를 같이 진행하였다. 최종 수업을 마치고 두 그룹의 평가가 창의적 인지 과정에 영향을 미치는가를 설문조사 하여 두 그룹의 응답의 차이를 알아보았다. 통계적 분석에 이어 인터뷰를 통해 정성적인 내용을 들여다보았다. 설문에 참여한 학생 중 11명을 대상으로 심층 인터뷰를 수행했다. (결과) 평가방법이 두 집단에서 창의적 사고에 미치는 영향이 유의미한 차이가 있는지를 살펴보기 위해 독립표본 T검정을 실시한 결과 통계적으로 유의미한 차이가 나타났다. 또한 창의적 인지과정 4단계 중 3단계인“깊이생각하기”, “아이디어 확산”, “내면의집중”과정에서 유의미한 차이가 나타났다. 즉, 단계별 평가가 창의적 사고에 긍정적 영향을 미치는 것으로 나타났다. 인터뷰를 통해서 단계별 평가가 컨셉트 도출에 미치는 역할은 명확한 의사전달, 효율적 자원관리이다. 그리고 마지막으로 심리적 부담이다. (결론) 본 연구가 주는 시사점은 1)창의적 인지과정의 특징에 따라 다른 방식의 평가를 적용하면 학습자의 창의성 발휘에 도움이 되며, 2)구두 피드백을 위한 명확한 의사전달 방법이 필요하며, 3)잘 짜여진 구조와 평가 시스템이 교육에 효율성을 향상하게 시킬 수 있을 것이다.

참 평가로서의 도덕과 평가

최신일 ( Shin Il Choi ) 한국초등도덕교육학회 2013 초등도덕교육 Vol.0 No.41

현대의 철학적 이론을 바탕으로 하는 평가방식의 관점에서 보면, 전통적 객관식 선다형 평가는 한계가 있다. 객관주의인식론에 이론적 근거를 두고 있는 평가의 한계를 극복한 것이 대안적 평가로서의 참 평가이다. 참 평가와 수행평가의 의미를 파악하고 양자 간의 관계를 살펴보고, 참 평가의 의미를 찾아본다. 참 평가의 의미를 충족시키는 조건은, 평가는 학습과 연관이 있고 학생들의 발달에 도움이 되고, 평가는 학습과정 중에 학습과정을 평가해야하며, 학습과정과 관련된 사람들에 의해서 평가되어야 한다. 이 세가지 조건에 덧붙여 도덕과 평가와의 연관성을 살펴보자면 도덕성의 통합적 평가가 되어야 한다. 따라서 본 연구는 참 평가와 도덕과 평가의 연관성을 통해 참 평가로서의 도덕과 평가를 찾아내고, 그 활용 방안을 모색해 본다. In order for moral educational assessment to be properly evaluated, it has to be done by the authentic assessment. The followings are required to meet for Authentic Assessment. First, Authentic Assessment is to be intended for learning. Authentic Assessment is very closely related to learnings. Therefore, Moral Educational Assessments are also closely related to them. Development of students` morality and character should be evaluated by Assessment of Moral Education Second, Authentic Assessment is to be intended for learning process. Authentic Assessment is supposed to happen during learning process, it also should evaluate the process. Also, Assessment of Moral Education is supposed to happen during Ethics classes. Therefore, the evaluations are not temporary, rather, it should be a constant, and repeated process. Also, Assessment of Moral Education should evaluated Ethics classes because this will help observe students` ethical development. Lastly, Authentic Assessment is to be evaluated by the peoplewho are involved with the learning or class. Assessment of Moral Education is also to be evaluated by the teacher, students, and others who are involved in order to closely observe development of students. When the three requirements from the above are met, Assessment of Moral Education as Authentic Assessment will be evaluated with integrative in order to be complete. In other words, the moral ``knowing`` side and moral ``feeling`` side, as well as moral ``action`` should be harmoniously assessed.

2015 개정 교육과정에 따른 미술과 과정중심평가 적용 방안 연구

고황경 한국초등미술교육학회 2020 미술교육연구논총 Vol.60 No.-

Process-Fortified Assessment is a type of assessment that identifies student development and improvement, providing feedback for each learning stage to develop student learning competencies. Recently, there have been many teaching and learning strategies and assessments that implement various types of evaluations to improve student thinking skills and develop creative problem-solving skills. Process-fortified assessment is a part of the trend in the qualitative change of teaching and learning strategies and assessments, and it has been suggested as one of the major assessments for the 2015 revised national art curriculum. In addition, this type of assessment has been chosen as a major approach to innovating teaching and learning strategies and assessment in schools. Therefore, it is necessary to implement ways to realize process-fortified assessment in art, such as student-focused teaching and learning. Hence, the purpose of this study is to develop an assessment scale, indicating methods and steps in evaluating process-fortified assessment in art. First, the study suggests the directions of development and steps of a process-fortified assessment scale considering the 2015 revised national art curriculum. Second, it analyzes the achievement standards of the 2015 revised national art curriculum based on the findings ‘Art within the World’ was selected for middle school third graders as a material for teaching and learning methods to comprehensively develop an assessment scale in line with teaching, learning, and assessment. The results of the study can be meaningfully used in the implementation of process-fortified assessment in the art curriculum. 최근 학교 현장에서는 학생의 흥미를 유발하고 사고력을 촉진하며 창의적인 문제 해결 능력을 기를 수 있는 다양한 교수·학습 및 평가가 적용되고 있다. 교수·학습 및 평가 방법의 질적인 변화의 흐름 중 하나가 과정중심평가이고, 2015 개정 교육과정에서도 주요한 평가로 서술되어 있다. 과정중심평가는 학생의 다양한 평가 자료를 확인하여 학습 단계별 수시로 피드백을 제공하여 학생의 학습 능력 향상에 도움을 주는 평가라고 할 수 있다. 이에 본 연구의 목적은 과정중심평가의 의미를 구현하고, 미술과의 특성을 반영한 미술과 과정중심평가 방법 및 절차를 제시하여, 2015 개정 교육과정에 따른 미술과 과정중심평가 적용 방안을 제안하는 것이다. 따라서 이 연구의 내용은 첫째, 선행 연구를 분석하여 미술과 과정중심평가의 개념과 중요성, 절차 등을 서술하였다. 둘째, 선행 연구를 바탕으로 2015 개정 교육과정에 따른 미술과 과정중심평가의 개발 방향, 방법 및 절차를 제안하였다. 셋째, 미술과 과정중심평가의 방법 및 절차에 따라 ‘함께 하는 세상 속 미술’을 교수·학습 제재로, 교수·학습 과정과 평가 과정을 연계한 과정중심 평가도구를 제시하였다.

Risk Assessment of Power System Security based on a Hybrid Optimization GP Method

Xiaobin Wu,Hui Li,Xiaolu Chen 보안공학연구지원센터 2015 International Journal of Security and Its Applicat Vol.9 No.12

In this paper, we propose a hybrid optimization algorithm based on Improved Differential Evolution (IDE) algorithm and Gaussian Process (GP). Firstly, the paper constructs the assessment index system using Fault Tree Analysis (FTA) based on the summary and classification of the factors that could affect the power system security. Secondly, establish the risk assessment model of power system security based on the hybrid optimization GP algorithm. Hyper-parameter of GP has a great influence on construction of evaluation model, while conjugate gradient method which is usually used has strong dependence on initial values and is easy to fall into local optimal solution. So the paper uses the IDE algorithm for the traditional Hyper-parameter optimization, then the optimal Hyper-parameter is used to construct evaluation model for power grid security risk assessment. In the process of improvement, this paper adds the local search (Bees accelerated evolution operation) and global search (Bees scout operation) thought of ABC algorithm into the DE algorithm to reduce the population size required by the algorithm. After that, do the risk assessment of power system by using the established assessment model. Finally, do the simulation experiments using the standard data IEEE-39 and IEEE-118 bus example, and besides compare the IDE-GP with other optimization model like ABC-GP, DE-GP, MA-GP, GA-GP, and the experimental results show that hybrid optimization algorithm has better performance in accuracy while the time-consuming difference is minor. The validity of the proposed method is also demonstrated.

스포츠교육학 : 인문계 고등학교 체육 수행평가 적용상의 장애요인 분석

김택천(KimTaegCheon),이충원(LeeChungWon) 한국체육학회 2004 한국체육학회지 Vol.43 No.1

The aim of the study is to analyze the barriers to the implementation of performance assessment in high school physical education. In-depth interviews with 4 high school PE teachers are used to collect relevant data. The collected data are analyzed by the case record analysis and inductive categorical analysis. The results of the study are followed. First, the barrier to the implementation of performance assessment is the poor environment or equipment for the physical education classes. A large number of students and the lack of class time are the obstacles for the performance assessment. Second, the barriers are difficulty of establishment on assessment standard and lack of teachers` reeducation. The administrational or systematical circumstances don`t provide the teachers the opportunities to train or recognize of the performance assessment, and this cause teachers to participate in the performance assessment non-actively. Third, the barrier to the implementation of performance assessment is the lack of teachers` expertise. It include misunderstanding of concepts and methods on performance assessment, and differences of teachers` ability on skill test. Not the teachers` expertise but the social atmosphere for the entrance examination is the worse barrier to the performance assessment. Finally, the barriers are unconcern of students on PE(or PE assessment) and the lack of parents` conception on performance assessment in PE.

L2 한국어 말하기 유창성 평가의 신뢰도 검증

김나미(Nami Kim),김영주(Youngjoo Kim) 한국중원언어학회 2017 언어학연구 Vol.0 No.45

This study aims to set assessment criteria for speaking fluency of Korean learners and also aims to evaluate reliability of the assessments performed in this study. The assessment comprises three parts: holistic assessment, analytic assessment, and individual assessment of raters, in which each rater uses her own criteria. The analytic assessment includes five factors, such as vocabulary, grammar, pronunciation, speech rate, and speech prosody. Sixty-one intermediate-level Korean learners participated the study and they were asked to summarize the 10-minute maim comedy, ’Mr. Bean’. The recorded summaries were evaluated by five Korean lectures who had over three years teaching experience but had no training on speaking assessment. The evaluation data were analyzed to examine reliability using many-faceted Rash mode. Results revealed that each rater obtained high reliability for one’s assessment, but little reliability was shown in assessments among raters. In particular, the analytic assessment showed the lowest reliability. This study suggests that it is essential to establish criteria for fluency assessment in L2 Korean speaking and that training programs for raters are required.

Does Performance Assessment System Operate as Intended in a Classroom-Based Assessment?

심규남 한국초등영어교육학회 2015 초등영어교육 Vol.21 No.4

The purpose of this study is to investigate how primary school teachers of English generally perceive performance assessment as part of classroom-based assessment (CBA) in the school. This study also examines a number of mainstream theories on language testing and assessment which are relevant to performance assessment and classroom-based assessment, while taking into account how performance assessment in the primary school classroom conforms to these theoretical principles. In order to conduct the research, the teachers’ usual method of performance assessment was surveyed two times, and their perceptions were analyzed from a total of 41 participants; a focused group interview was administerd to 8 teachers in order to consolidate the data obtained from the survey. According to the results of the study, the teachers generally believed that performance assessment in the schools operate properly; they were quite positive about the current performance assessment system and what they did as an assessor across the performance assessment cycle. However, there are a number of issues which need to be addressed: First, pre-announcement of performance assessment should be operated effectively in order to give stakeholders enough information on what the students are expected to do in the assessment activities. Second, the record and the report system need to be improved in order to communicate with stakeholders more successfully; through this, the feedback from the stakeholders could be more useful in improving what the teachers do in the classrooms. Some particular areas and issues needing further investigation were identified in the last part of the study.