• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.16-30
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• 2019

This study aimed to develop and apply the process-focused assessment, and verify the assessment's effectiveness for improving scientific communication skills in elementary science learning. To achieve the aims of this study, the unit "Action of Electricity" in elementary science text book for 5-6th students was selected, and then 13 process-focused assessments were developed to improve scientific communication skills. 119 elementary school students in 6th grade participated in this research. it was performed to compare between 60 students on the general assessment and 59 students on the process-focused assessment in the results of achievement levels on scientific concept and scientific communication skills. The results were as follows: First, this study showed that process-focused assessment had higher educational effectiveness in specific area of scientific communication skills than the general assessment. Second, the process-focused assessment can help to form students' scientific concepts as the general assessment. Furthermore, the process-focused assessment group was more effective at reducing the non-scientific concept than the general assessment.

• Proceedings of the Safety Management and Science Conference
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• 2007.04a
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• pp.437-448
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• 2007

This paper introduce information technology of software process assessment. It consists of eight parts such as concepts and introductory guide, a reference model for processes and process capability, performing an assessment, guide to performing assessments, an assessment model and indicator guidance, guide to competency of assessors, guide for use in process improvement, and guide for use in determining supplier process capability.

• East Asian mathematical journal
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• v.36 no.4
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• pp.515-535
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• 2020

The 2015 revised mathematics curriculum had newly introduced the term 'process-focused assessment'. The official document, however, did not offer an explicit definition of the new term, but only by virtue of narrative. This has encouraged practitioners and researchers to figure out themselves what it is and how it differs from those in use, formative assessment and performance assessment in particular, in use. In consequence, many versions of interpretation, all of which are not necessarily consistent, have been developed and implemented in schools, This, in turn, still has created a chaotic situation carrying out the process-focused assessment. This study attempted to make the meaning of the process-focused assessment more explicit by conducting a comprehensive review of the related literature, for implementing it in its intended way.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.191-209
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• 2021

This study analyzed how characteristics of process-focused assessment are implemented in the distributed process-focused assessment examples in elementary school science education. To this end, through a review of previous studies, the analysis perspectives on the characteristics of the process-focused assessment were extracted into six categories. Using the analysis framework, it was described how process-focused assessment examples in elementary school science education developed by metropolitan office of education reflected the characteristics of process-focused assessment. As a result of the study, the characteristics of process-focused assessment were often formally reflected in sample materials. For example, there was a lack of skills on how to effectively integrate instruction and evaluation in practical terms. In many cases, feedback simply induced a recall of a learned concept or simply guides a related scientific concept. In some cases, the characteristics of process-focused assessment did not appear prominently in the sample materials. Also the developed sample materials were divided into the same type as the existing science and performance assessment questionnaire, a narrative·essay type, and a type similar to experimental workbook.

• The Mathematical Education
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• v.53 no.2
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• pp.163-184
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• 2014

The purpose of this study was to develop the assessment tools using graphing calculators for the assessment of the mathematical process which was emphasized in 2009 reformed mathematics curriculum. In this paper, we presented three sample calculator-based test items for the assessment of students' mathematical process abilities and scoring rubrics for the paper and pencil assessment and assessment based on observation on each item. In order to improve mathematics teachers' understanding of the assessment tools using graphing calculators and to show the procedures of assessment using technological devices, we also drew up assessment guidelines. We hope the results of the study contribute to the promotion of assessment environment encouraging the use of graphing calculators in assessments.

• Journal of the Korea Safety Management & Science
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• v.23 no.1
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• pp.57-64
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• 2021

Recently, advanced countries assessment the risk of fire to prevent large-scale damage to high-rise buildings, In addition, performance-Based design, which is a fire risk assessment, is being conducted in Korea to prevent massive damage to high-rise buildings. However, unlike advanced countries, fire risk assessment in Korea is subject to fire risk assessment only for objects subject to consent from fire-fighting facilities such as building permits, When building engineers and fire-fighting engineers assessment the risk of fire, It has always been discussed because the results vary depending on which part of the evaluation is focused between economic feasibility and safety. Therefore, in this study, we would like to propose a fire risk assessment process suitable for domestic conditions by comparing the process of performance-based design, which is a domestic fire risk assessment, and the process of Iso/TC 16732 which is an overseas fire risk assessment.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.35 no.1
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• pp.16-23
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• 2012

Recently, as organizational systems have become larger and more complicated, the evaluation for their efficiency and effectiveness has become more difficult but important. It is essential to understand the current strength and weakness of the organizational process. It can be a starting point for improving the efficiency and effectiveness of the organizational systems, because the quality of system outputs depend greatly on the capability of system process. Particularly in such process-based industries as semiconductor, energy or software industries, an assessment of process capability is more highlighted to gain knowledge of the expected quality and reliability of system outputs. As a result, much attention has been given to the issues of process capability assessment in the process-based industries. However, most of the previous research in those industries is based on case studies, a more generalized method for process capability assessment is in need for help more companies improve their processes. Therefore, this study aims to propose a process capability assessment method and apply the proposed method to an energy company. This research argues that the process capability is composed of individual and organizational capabilities of the process. Then, the concept of Capability Maturity Model Integration, which was initially suggested to evaluate the software development process, was introduced to develop the assessment tools and process. Finally, the proposed method was applied to a Korean company in the energy industry sector to verify its utility. The research outputs are expected to help more firms assess their process capability and ultimately improve the process.

• Journal of KIISE:Computing Practices and Letters
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• v.8 no.2
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• pp.141-154
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• 2002

More efforts have been given to solve the problems related to computer software by process assessment. ISO/IEC 15504(SPICE) has been developed as standardized means for process assessment. The purpose of this paper is to design and implement a process assessment system which is appropriated to the Korean assessment environment based on ISO/IEC 15504. Referring documents are: IS0/1EC 15504 standardized documents, the assessment provisions of the SPICE committee in Korea, and research papers applied the existing process assessment system to real cases. Among a lot of processes, this system is designed for (ENG2). The proposed system in the paper will support the whole process of assessment, presenting the goals and end-products for each assessment step and making it possible to compose and save the product on the same screen. In determining process rating, assessors can retrieve the saved data and documents. By doing so, the system will improve reliability in process rating. The proposed system includes 7 steps of pre-assessment and 9 steps of actual assessment in order to fully prepare assessors for process assessment. And each step has been standardized to improve user-friendliness. This system is designed to provide assessors with specific details of standardized documents, the goals of the process, outcomes of implementing the process, and presentations of base practices and input/output products. Above all, the system automatically generates an assessment rating, by calculating based on input data which assessors make out. It also presents outcomes graphically.

• The Journal of Information Systems
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• v.20 no.2
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• pp.1-20
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• 2011

In this study, we verify the relationship, which is presented by ISO/IEC 15504, between the assessor's competence and the efficiency of assessment. The ISO standard has been developed by many formal trial experiences for the software process assessment. The software process assessment determines the process capability, and makes the software process improvement possible in the development cycle. In the field assessment, third-party and team-based assessments are generally recommended. Therefore assessors' competences are essential to achieve the effectiveness and the efficiency of assessment. Survey data are collected from the third-party process assessment of a real IT industry, and the analysis is done by a causal modelling technique - PLS. Some findings are as follows. Depending on assessors' SE experiences, effects of the assessor's competence are existed, and their standard knowledge and assessment skill are effected each other. And the efficiency of assessment depends on the assessor's competence. In addition, the power analysis is presented and future research is suggested, because of many limitations of this study.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.819-834
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• 2016

As a method to lead a change in mathematics education, recently reformation of assessment appears as a concept of process-focused assessment. Process-focused assessment is the concept that 2015 revised mathematics curriculum aims for, which is promoted also in policy. This research suggested a significance of process-focused assessment that has not been determined in conceptualization and the practical model. For this, this research investigated the content of the assessment on 2015 revised mathematics curriculum, and explored process-focused assessment based on the recent education assessment theory and research. Also, we suggested a model of practical plan by investigating the condition to perform the process-focused assessment. This research could take a basic role to practice process-focused assessment and investigate the concrete plan in the mathematics class field.