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A Study on Performance Assessment Methods by Using Fuzzy Logic

  • Kim, Kwang-Baek;Kim, Cheol-Ki;Moon, Jung-Wook
    • International Journal of Fuzzy Logic and Intelligent Systems
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    • v.3 no.2
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    • pp.138-145
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    • 2003
  • Performance assessment was introduced to improvement of self-directed learning and method of assessment for differenced learning as the seventh educational curriculum is enforced. Performance assessment is overcoming limitation about problem solving ability and higher thinking abilities assessment that is problem of a written examination and get into the spotlight by way for quality of class and school normalization. But, performance assessment has problems about possibilities of assessment fault by appraisal, fairness, reliability, and validity of grading, ambiguity of grading standard, difficulty about objectivity security etc. This study proposes fuzzy performance assessment system to solve problem of the conventional performance assessment. This paper presented an objective and reliable performance assessment method through fuzzy reasoning, design fuzzy membership function and define fuzzy rule analyzing factor that influence in each sacred ground of performance assessment to account principle subject. Also, performance assessment item divides by formation estimation and subject estimation and designed membership function in proposed performance assessment method. Performance assessment result that is worked through fuzzy performance assessment system can pare down burden about appraisal's fault and provide fair and reliable assessment result through grading that have correct standard and consistency to students.

An Analysis of Correlations Between Portfolio Assessment and Other Assessment Methods in Elementary School Science (초등 과학 포트폴리오 평가와 다른 과학 평가 방법 간의 상관관계 분석)

  • Shin Hyun-Ok;Lee Ki-Young;Kim Chan-Jong
    • Journal of Korean Elementary Science Education
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    • v.24 no.3
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    • pp.301-309
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    • 2005
  • The purpose of this study was to investigate the measuring range of portfolio assessment on students' abilities, using correlation coefficients of portfolio assessment with four other assessment methods. A portfolio system was developed based on low units of elementary fourth grade science, and applied to three fourth-grade science classes in Daejeon Metropolitan area and Gyunggi-do. Four different assessment methods, multiple-choice (short answer type), essay-type item, mind-mapping and laboratory assessment were also administered and scored by two elementary teachers attending graduate school. Correlation coefficients between portfolio assessment and four assessment methods were calculated with SPSS. Portfolio assessment showed moderate correlation with multiplechoice (short answer), essay-type, and mind-mapping, and low correlation with laboratory assessment. Portfolio assessment showed high correlation with multiple-choice assessment in 'understanding' and 'application' domains, but showed low correlation in 'recall' and 'inquiry' domains. In conclusion, portfolio assessment could measure various abilities measured by other assessment methods.

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A Study on Performance Assessment Methods by Using Fuzzy Membership Function and Fuzzy Reasoning

  • Je, Sung-kwan;Jang, Hye-Won;Shin, Bok-Suk;Kim, Cheol-Ki;Jaehyun Cho;Kim, Kwang-Baek
    • Proceedings of the Korean Institute of Intelligent Systems Conference
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    • pp.608-611
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    • 2003
  • Performance assessment was introduced to improvement of self-directed learning and method of assessment for differenced learning as the seventh educational curriculum is enforced. Performance assessment is overcoming limitation about problem solving ability and higher thinking abilities assessment that is problem of a written examination and get into the spotlight by way for quality of class and school normalization. But performance assessment has problems about possibilities of assessment fault by appraisal, fairness, reliability, and validity of grading, ambiguity of grading standard, difficulty about objectivity security etc. This study proposes fuzzy performance assessment system to solve problem of the conventional performance assessment. This paper presented an objective and reliable performance assessment method through fuzzy reasoning, design fuzzy membership function and define fuzzy rule analyzing factor that influence in each sacred ground of performance assessment to account principle subject. Also, performance assessment item divides by formation estimation and subject estimation and designed membership function in proposed performance assessment method. Performance assessment result that is worked through fuzzy performance assessment system can pare down burden about appraisal's fault and provide fair and reliable assessment result through grading that have correct standard and consistency to students.

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Developing Achievement Standards, Assessment Standards, and Assessment Tools for "Intelligent Life" Course of Elementary School (초등학교 "슬기로운 생활" 교과를 위한 성취기준, 평가기준 및 평가도구 개발)

  • 배진호;안정민;김재영
    • Journal of Korean Elementary Science Education
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    • v.23 no.2
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    • pp.93-100
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    • 2004
  • To get an appropriate and meaningful performance assessment outcomes and to provide the base of essential elementary educational evaluations, we had tried to establish achievement standards, assessment standards and had developed appropriate assessment tools in 「Intelligent Life」 course of the elementary school in this study. The following things were taken into account to establish achievement standards, assessment standards and to develop assessment tools. First, managing deeply not only cognitive domain but also the basic inquiry skills and affective domain, all-round educational properties of integrated courses were likely to come out. Second, evaluating instructional processes as well as instructional results, we had developed assessment standards in elementary 2nd grade's 「Intelligent Life」 course. Third, developing assessment standards on the basis of the 7th Curriculum, we had examined both text book and teacher's guide to promote effectiveness of field application. The type of an assessment tools had been developed variously, considering the characteristics of the elementary lower grades and properties of elementary 2nd grade's 「Intelligent Life」 course. We had developed assessment tools to observe and evaluate practical achievement levels, placing great importance on the types of an assessment tools including observing, narrative of inquiry, report, etc. As a result of investigation of elementary teachers' understandings of the developed achievement standards, assessment standards, and an assessment tools, were revealed in the affirmative on the whole.

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Improving Mathematics Pre-service Teachers' Assessment Competence through Practice and Reflection (실습과 반성을 통한 수학 예비교사의 평가 전문성 신장)

  • Kim, Sun-Hee
    • Journal of Educational Research in Mathematics
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    • v.22 no.2
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    • pp.277-292
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    • 2012
  • Teacher's competence in student assessment can be developed by the successive experiences that they choose assessment methods, develop assessment instrument, administer the assessment, score and grade students' responses, analyze, interpret, use, and communicate assessment results, and reflect the whole assessment processes. In this study I educated pre-service teachers in order for them to improve their assessment competence. Mathematics pre-service teachers practiced and reflected the assessment processes. In the aspects of reflections, I analyzed their journals about the knowledge of assessment, the dual situation as a student and a teacher, and their assessment practices. These areas are proved to interact each other, contribute pre-service teachers' assessment competence and construct the elements of assessment competence. And I identified the development of pre-service teachers' assessment competence quantitatively by the teacher's assessment competence test.

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Elementary School Teachers' and Preservice Elementary School Teachers' Actual and Preferred Types of Science Assessment (초등교사와 예비초등교사의 과학평가 실태와 지향)

  • Lee, Haemin;Kang, Sukjin
    • Journal of Korean Elementary Science Education
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    • v.39 no.1
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    • pp.15-25
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    • 2020
  • In this study, we investigated elementary and preservice elementary school teachers' actual and preferred types of science assessment focusing on the purpose and the method of assessment. Participants were 75 elementary school teachers and 93 preservice elementary school teachers. The questionnaire adopted from previous relevant studies was administerd in order to examine the types of assessment which the teachers have actually implemented and the preferred types of assessment for hypothetical situations known as the prototypical examples of constructivist assessment. The results revealed that most teachers and preservice teachers tend to possess the summative-oriented purpose of assessment. An affective assessment purpose focused on evaluating students' interest, attitude, and curiosity toward science was newly identified in this study. In analyzing teachers' responses from the viewpoint of the method of science assessment, responses of an informal mode such as observation and portfolio were noticeable. However, most of them were found to correspond to the traditional summative-oriented purpose of assessment. For prototypical constuctivist assessment situations, teachers and preservice teachers were found to prefer the performance and the informal modes than the measurement mode of the assessment methods, whereas their purposes of the assessment were not found to be constructivist.

Environmental Specimen Bank and Ecosystem Assessment

  • Kim, Myungjin;Kim, Jiyeon;Cho, Yongjoo;Yoo, Byungho
    • Journal of Environmental Impact Assessment
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    • v.18 no.6
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    • pp.429-434
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    • 2009
  • Environmental specimen bank (ESB) is a new tool to assess ecosystem in environmental impact assessment (EIA). ESB looks at changes in the concentration of pollutants in human and environmental specimens over long periods of time through retrospective analysis of archived samples. Korea started to design its National Environmental Specimen Bank (NESB) in 2007 and planned to launch an operational pilot project by 2010. NESB prepares five Standard Operating Procedures (SOPs) of shoots of Red and Korean pine, leaves of Mongolian oak, Pigeon's egg, and Common carp's muscle out of 14 planned specimens in 2009. ESB contributes to monitoring the effectiveness of EIA projects and policies by providing a time capsule through ecosystem assessment of representative species. This study reviews ecosystem assessment in EIA and the ESB establishment in Korea and probes NESB applications in ecosystem assessment.

A Study on the Implication of Sustainability and Environmental Assessment (지속가능성과 환경평가의 연계에 관한 연구)

  • Hong, Sang-Pyo
    • Journal of Environmental Impact Assessment
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    • v.20 no.3
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    • pp.269-279
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    • 2011
  • Sustainability assessments tend to integrate ecological, social, and economic concerns. Sustainability assessment could be considered the highest rung in the assessment ladder. Broad strategies that seek to integrate individual SEA(Strategic Environmental Assessment) could be subjected to a sustainability assessment. Sustainability assessment could incorporate global and transboundary effects and priorities into SEA and project-level EIA(Environmental Impact Assessment). SEA could provide an environmental context and direction for project-level EIA. Procedural and substantive EIA requirements can be addressed through tiering such as sustainability assessment, SEA, project-level EIA. In Korea, PERS(Prior Environmental Review System) that has been utilized to evaluate administrative plans related with various kinds of development projects should be evolved not only to incorporate environmental impacts into early stage decision-making, but also to implicate sustainability assessments that include social equity and economic efficiency. Integration of SEA and sustainability assessment can be initiated through the application of DPSIR (Driving Force - Pressure - State - Impact - Response ) framework that was developed by European Environmental Agency.

A Study on the Practice of Performance Assessment in the Elementary School Mathematics - Focussing on Self-assessment and Peer-observation - (초등학교 수학과 수행평가 실천에 관한 연구 - 자기평가.동료평가.관찰평가를 중심으로 -)

  • Kim Song-Ja;Choi Chang-Woo
    • Journal of Elementary Mathematics Education in Korea
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    • v.10 no.1
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    • pp.67-87
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    • 2006
  • This study is to recognize a problem in the practice of performance assessment in elementary school, and to find out some suggestive points for improvement of teaching·learning method in elementary mathematics through assessment by reducing time restriction according to assessment through the practice of self-assessment, peer-assessment and observation, and then by reflecting the results of assessment on teaching learning plan. For that, the questions of study set up are as follows ; 1. How should self-assessment and peer-assessment be applied to in elementary mathematics assessment? 2. How should the time for 'let's play an interesting game' be managed for assessment of elementary mathematics? 3. How should the results of assessment be reflected on the Process of teaching and learning of mathematics? To solve these problems, a researcher of this thesis performed self-assessment, peer-assessment on 40 students of second grade under her charge as a class teacher, and applied observation in the time management process for 'let's play an interesting game' for a semester. self-assessment was made by mathematics journal, self-assessment chart, peer-assessment was by the analysis of conversation record among students in the situations of assessment, and observation was by observation of activity when playing with the results data of play analyzed. the concrete methods of application as follows ; First, mathematics journal was applied $1{\sim}2$ times by each unit with reconstruction into the level of second grade on the basis of the preceding-study models. Second, peer-assessment was applied to the unit-assessment time and the play-activities time by the method of recording·analyzing the contents of conversation among students in the process of assessment. Third, mathematical attitude & dispositions of students making use of the self- assessment table were examined referring to the teaching learning plan. Fourth, the time management for 'let's play an interesting game' was made through the prior recognition of play method and the joyful play-activities by use of the play-plate. Assessment depended on analysis of play-activities results of students making use of an observation form. Fifth, the results of self-assessment, peer-assessment, and observation were analyzed, and then they were made use of as self-observation data, of teacher her/his self, or teaching·learning improvement data. Students' self-assessment datum (mathematics diary, self-assessment sheets, conversation contents in the process of assessment) and observation materials (check lists, Play-activity result materials, conversation contents in the process of play) obtained in the process of application was analyzed as follows ; 1. From the practice of self-assessment in form of mathematics journal, I could obtain not only datum showing how much students was understanding the learning aims by unit time and to any degree they reached but also information about their response to learning datum and favorable type of learning. 2. Assessment by self-assessment chart was useful in planning the mathematics teaching learning process because it helps ascertain mathematical attitude & dispositions of students. 3. Through the application of peer-assessment, students had the opportunity of communicating with other students looking back on his/her explaining process, and teachers could obtain basic materials for assessment of students. 4, In case of time management for 'let's play an interesting game', there was natural extension of play made through time-security by prior looking into the method of play-activity, and then, for a remained time, by making children play a new game. 5, I could easily record the activities of students by use of the observation. form, and make use of it as basic data for descriptive assessment. 6, Each kinds of data obtained from the results of assessment was helpful for securing self-observation materials in the process of teaching learning and for their betterment in mathematics subject. However, because they were in the second grade of elementary school and there was an individual difference, some students could not make use of mathematics diary or self-assessment form properly. In case of these students, assessment data would be obtained through interview or observation. And for effective operation of play, its purpose & method and matters that demand special attention when play-acting should be clearly guided. Also, when applying an effective play in addition to play activities in textbook, to lessons, interesting mathematics lessons could be guided.

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Application of Toxicogenomic Technology for the Improvement of Risk Assessment

  • Hwang, Myung-Sil;Yoon, Eun-Kyung;Kim, Ja-Young;Son, Bo-Kyung;Jang, Dong-Deuk;Yoo, Tae-Moo
    • Molecular & Cellular Toxicology
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    • v.4 no.3
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    • pp.260-266
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    • 2008
  • Recently, there has been scientific discussion on the utility of -omics techniques such as genomics, proteomics, and metabolomics within toxicological research and mechanism-based risk assessment. Toxicogenomics is a novel approach integrating the expression analysis of genes (genomic) or proteins (proteomic) with traditional toxicological methods. Since 1999, the toxicogenomic approach has been extensively applied for regulatory purposes in order to understand the potential toxic mechanisms that result from chemical compound exposures. Therefore, this article's purpose was to consider the utility of toxicogenomic profiles for improved risk assessment, explore the current limitations in applying toxicogenomics to regulation, and finally, to rationalize possible avenues to resolve some of the major challenges. Based on many recent works, the significant impact toxicogenomic techniques would have on human health risk assessment is better identification of toxicity pathways or mode-of-actions (MOAs). In addition, the application of toxicogenomics in risk assessment and regulation has proven to be cost effective in terms of screening unknown toxicants prior to more extensive and costly experimental evaluation. However, to maximize the utility of these techniques in regulation, researchers and regulators must resolve many parallel challenges with regard to data collection, integration, and interpretation. Furthermore, standard guidance has to be prepared for researchers and assessors on the scientifically appropriate use of toxicogenomic profiles in risk assessment. The National Institute of Toxicological Research (NITR) looks forward to an ongoing role as leader in addressing the challenges associated with the scientifically sound use of toxicogenomics data in risk assessment.