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Process and Quality Data Integrated Analysis Platform for Manufacturing SMEs
Hye-Min Choe(최혜민),Se-Hwan Ahn(안세환),Dong-Hyung Lee(이동형),Yong-Ju Cho(조용주) 한국산업경영시스템학회 2018 한국산업경영시스템학회지 Vol.41 No.3
With the recent development of manufacturing technology and the diversification of consumer needs, not only the process and quality control of production have become more complicated but also the kinds of information that manufacturing facilities provide the user about process have been diversified. Therefore the importance of big data analysis also has been raised. However, most small and medium enterprises (SMEs) lack the systematic infrastructure of big data management and analysis. In particular, due to the nature of domestic manufacturing companies that rely on foreign manufacturers for most of their manufacturing facilities, the need for their own data analysis and manufacturing support applications is increasing and research has been conducted in Korea. This study proposes integrated analysis platform for process and quality analysis, considering manufacturing big data database (DB) and data characteristics. The platform is implemented in two versions, Web and C/S, to enhance accessibility which perform template based quality analysis and real-time monitoring. The user can upload data from their local PC or DB and run analysis by combining single analysis module in template in a way they want since the platform is not optimized for a particular manufacturing process. Also Java and R are used as the development language for ease of system supplementation. It is expected that the platform will be available at a low price and evolve the ability of quality analysis in SMEs.
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텍스트 종류에 따른 한국어 쓰기의 내용 평가 기준 연구 -설명문, 논설문, 감상문을 중심으로-
최혜민 ( Hye Min Choe ) 한성대학교 한성어문학회 2011 漢城語文學 Vol.30 No.-
In Korean language education, as the ratio of those learning for academic purposes increases, writing has become correspondingly much more important. So far, while Korean language composition instruction has seen research and implementation advance according to a variety of teaching methods, the assessment of this writing has been conducted according to a uniform method. In this paper, after conducting a survey of Korean language learners who are preparing to study Korean for academic purposes in order to be admitted to university or graduate school, I have attempted to establish standards for content-based assessment of writing based on the teaching-learning of these students. In recent years, as those who are studying Korean for academic purposes are being taught composition by learning how to write according to different text categories, I am of the opinion that assessment as well as teaching/learning must be adapted to this system. In this paper, through selecting a new criterion that focuses on content among the various kinds of assessment, I establish a point of reference for content-based assessment of Korean composition according to text category. After first surveying previous literature on the subject, I analyze language materials for teaching Korean composition for academic purposes in order to examine the various methods presented therein according to text category. After this, through articles by other researchers, I take a look at characteristics by text category and standards for content-based assessment. Using textbooks and existing research as a point of reference, I set up new standards for content-based assessment of composition for prospective learners of Korean for academic purposes. Since standards for content-based assessment by text category are a way to help resolve problem areas in composition assessment methods currently in use in Korean language education for academic purposes, I believe that this research can be applied in assessing composition in the future.
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문항 특징을 반영한 쓰기 평가 기준의 설정 방향 - 한국어능력시험Ⅱ 쓰기영역 53번 문항의 `내용 및 과제 수행`을 중심으로 -
최혜민 ( Choe Hye-min ) 한성대학교 한성어문학회 2017 漢城語文學 Vol.36 No.-
The revised Test of Proficiency in Korean II (TOPIK) aims to provide more direct evaluation of the examinees. However, it was found not to fully take into account the evaluation criteria that reflect characteristics of different questions. Based on the belief that the evaluation criteria applied to Question 53 `Explain a visual material` in the writing section of TOPIK II was almost identical to that of Question 54 `Composition` and that such similarity between the two questions is inappropriate, this study aimed to set a direction for establishing evaluation criteria by taking into account characteristics of the question. For the study, in Chapter 2, characteristics of Question 51 to Question 54, which comprise the writing section, were compared in terms of `question type, intent, given text and material, and response length.` Question 53 involves a process in which the examinees interpret a graph and graphic organizer, which are visual materials, and explain them in writing. In the process, the steps `understanding visual materials` and `organizing visual materials into contents,` which are related to cognitive ability of the examinee. Chapter 3 examined whether the evaluation criteria of Question 53 `Explain a visual material` reflect the skills used for interpreting visual materials. The result showed that Question 53 did not take into account the characteristics of the question. In Chapter 4, based on importance of verbalizing non-verbalized visual materials in writing the response to Question 53, it was proposed that elements related to the step `Understanding visual materials` be reflected in evaluation criteria of `content and task performance.` As elements that can be included as evaluation criteria, the study proposed, first, accuracy in description of the visual material, because it is important to correctly understand the meaning of the visual materials; and, second, inclusion of important information from the visual materials, because it is important to figure out the core information of the visual materials.
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