• Title/Summary/Keyword: Evaluation

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A Comparison of Wearing Evaluation Method for Bodice Pattern - Focusing on Obese Boys of School Year - (의복원형 설계의 착의 평가방법 비교 - 학령기 비만 남아를 중심으로 -)

  • Jo, Youn-Joo;Lee, Jeong-Ran
    • Fashion & Textile Research Journal
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    • v.4 no.4
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    • pp.383-393
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    • 2002
  • The purpose of this study was to evaluate wearing evaluation method in order to propose well fitted bodice pattern. For this study, the subjects were drawn from obese boys at the ages 9 to 11. Wearing evaluation had use of 3 bodice type and 3 evaluative method. The appearance evaluation was to evaluate subjects by professional group. The functional evaluation was to valued subjects by self-evaluation. The quantitative evaluation was to estimate subjects through Electomyograph. Wearing evaluation was done through questionnaire of 32 item in objectivity, 36 item in subjectivity, and 36 item in quantity. The data were analyzed by using ANOVA. From wearing evaluation, appearance and functional evaluation had significant most of them but quantitative evaluation had not significant. It was known that the human sense was more sensitive the quantitative mechanism. And its obtained by both functional evaluation and quantitative evaluation, respectively was found to be significantly correlated, Independent relation was observed in the results from both appearance evaluation and functional evaluation as well as from both functional evaluation and quantitative evaluation. Therefore, we propose that it is proper to evaluate the propriety of bodice pattern for obese boys of school year, mutually compromising both appearance evaluation and functional evaluation or both functional evaluation and quantitative evaluation.

A Study on Establishing the Evaluation System of the Stock Enhancement Program (수산자원조성사업의 합리적인 평가체계 도입 방안에 관한 연구)

  • Kim, Dae-Young;Ryu, Jeoung-Gon;Lee, Jeoung-Sam
    • The Journal of Fisheries Business Administration
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    • v.41 no.1
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    • pp.1-24
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    • 2010
  • The main goal of the study is to propose an objective and standardized evaluation system of stock enhancement programs. In order to achieve this goal, the study first suggested the need for stock enhancement program evaluation system through the review of current status and problems. Second, the study identified possible problems of the existing stock enhancement program evaluation by reviewing domestic and foreign evaluation systems. Finally the study proposed a new evaluation system and implementation plan of it. This study also classified the program evaluation criteria into ex-ante evaluation and ex-post evaluation according to the evaluation point in time, and applied the economic, political and technical feasibility tests into the evaluation of the stock enhancement program in order to solve the current problems of the evaluation. The evaluation process of the stock enhancement program is composed of an evaluation system design, estimation of weights using the analytical hierarchy process, design of estimation standard, conversion of scores and final summary of the evaluation. The central government takes the lead in the evaluation of the regional (metropolitan city or province) projects and the regional government is in charge of the evaluation of the local (city or county) projects. For the implementation of the ex-ante evaluation, either the regional or local governments ask for the evaluation and then submit an evaluation plan and other necessary documents to the upper level governments. The ex-post evaluation is then carried out by the upper level governments.

A study on clinical evaluation method of nursing student in nursing management practice (간호관리실습 평가방법에 관한 연구)

  • 박성애;이병숙
    • Journal of Korean Academy of Nursing
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    • v.14 no.2
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    • pp.5-11
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    • 1984
  • The main purpose of this study were; to determine the reliability and validity of evaluation tool administered to the nursing student in nursing management practice,;to identify the effective evaluation method of nursing student in nursing management practice. The subjects were 46 senior nursing students at Department of Nursing, College of Medicine, Seoul National University in 1983. The evaluation tool was analyzed according to evaluation method; self-evaluation. and head nurse evaluation. Also individual item of evaluation tool was analyzed by item analysis in order to determine the evaluation area, and appropriateness of the test item used. A Summary of the results is as follows; 1. The reliability and validity of evaluation tool were relatively high both in self-evaluation and head nurse evaluation. 2. In comparison of mean scores, there is no significant difference between head nurse evaluation and self-evaluation. 3. The nursing management activities which have the correlation of self-evaluation and head nurse evaluation were in the activity of interpersonal relation, independent activity and implementing nursing process. In general nursing practice and unit management activity, there was no correlation of self-evaluation and head nurse evaluation.

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Characteristics and Utilization of Peer-evaluation and Self-evaluation of Team Activities in University Project Based Classes (대학의 프로젝트기반 수업에서 팀 활동에 대한 동료평가와 자기평가의 특성 및 활용방안)

  • Cho, Soosun
    • Journal of Engineering Education Research
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    • v.25 no.1
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    • pp.55-64
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    • 2022
  • In this paper, the characteristics of peer-evaluation and self-evaluation of team activity participation in project-based learning and their usability were investigated. The characteristics of peer-evaluation and self-evaluation are as follows. First, in peer-evaluation and self-evaluation of project-based learning, the correlation between the two evaluation scores was very high. When students' scores from their peers correlate very well with the scores they give themselves, it means that they apply the same criteria to their peers and to themselves when evaluating team activity. Second, there was no difference in peer-evaluation and self-evaluation scores between groups with different written test scores. The fact that peer-evaluation and self-evaluation scores do not change according to academic ability shows that the two evaluation areas are independent. Third, the self-evaluation score in project-based learning is statistically significantly higher than the score received from peers. This raises doubts about the fairness of self-evaluation. Therefore, in this paper, it is suggested that self-evaluation of team activities in project-based learning is carried out together with peer-evaluation, but only peer-evaluation is reflected in credits.

A Study on the Development of Teaching Evaluation Indicators for Faculty in Engineering College (공과대학 교수의 교육업적평가 지표 개발 연구)

  • Kang, So Yeon;Choi, Keum Jin;Park, Sun Hee;Han, Jiyoung;Lee, Hyemi;Cho, Sung Hee
    • Journal of Engineering Education Research
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    • v.20 no.4
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    • pp.38-50
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    • 2017
  • The purpose of this study is to analyze the current evaluation methods on faculty performance at Korean engineering colleges and develop teaching evaluation indicators for faculty performance. We investigated the faculty performance cases in engineering colleges inside and outside of the Korea, the engineering faculty's awareness of evaluation factors for their educational performance, and the appropriate ratios by indicating factors. Also we developed evaluation indicators for educational achievements to improve the current faculty performance system. 227 engineering faculty members answered our survey questionnaire. The result in the case study on faculty performance evaluation is as follows. First, most items of faculty performance evaluation are about quantitative indicators that can easily conduct objective evaluation. Second, evaluation items of faculty performance are mostly focused on instruction in a classroom. Third, the evaluation by students and administrative managers is more dominant than that by professors or their colleagues, document evaluation than on site evaluation, general evaluation than formative evaluation, and static evaluation than dynamic evaluation. Lastly, Some universities tend to substitute outstanding articles for underperforming instruction. The evaluation indicators that we have developed can be implemented by four types of subjects, such as students, professors, their colleagues, and deans. Also, based on the evaluation indicators, faculties can freely select their evaluation domains depending on the their tracks, such as a teaching track, a research track, or an industry-university cooperation track. The mandatory evaluation fields include teaching, student counselling, teaching portfolio evaluation by mentors or colleagues, class management evaluation by deans, and self-evaluation. The other areas are optional and professors can choose their evaluation factors.

Analysis of the Higher Education Evaluation Accreditation System in Taiwan (대만 고등교육평가체제의 분석)

  • Choi, young-pyo
    • Korean Journal of Comparative Education
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    • v.18 no.4
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    • pp.163-186
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    • 2008
  • This study intends to understand deeply the higher education evaluation accreditation system in Taiwan. Taiwan established newly the Higher Education Evaluation & Accreditation Council in 2005, an independent organization with the exclusive responsibility to execute evaluation. Three kinds of evaluation have been accomplished, including University Program Evaluation which assesses whole university management, Academic Fields Evaluation and Performance Evaluation which compare the superiority and inferiority among universities. The Accreditation system is applied only to Academic Fields Evaluation. For evaluation, each university presents a self-evaluation report, undergoes an visiting evaluation, makes out an evaluation report and lastly is notified of the result. The evaluation is divided into three results : pass, waiting observation and non-pass. According to an announcement in June 2008, the rate of non-pass universities reached the 15.7%. The non-pass universities are supposed to receive the disadvantaged in the admission number limit and take the following evaluation in the following year. Debates still exists concerning the eliminatory nature of the system and the announcement of achievement rankings through evaluation results. Other problems include the improvement of quality of evaluation committee members and the irrational evaluation standards. These problems will be meaningful for the development of the korean higher evaluation system.

Educational Program Evaluation System in a Medical School (일개 의과대학 교육프로그램 평가체제에 대한 연구)

  • Yune, So-Jung;Lee, Sang-Yeoup;Im, Sunju
    • Korean Medical Education Review
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    • v.22 no.2
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    • pp.131-142
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    • 2020
  • A systematic educational program evaluation system for continuous quality improvement in undergraduate medical education is essential. Monitoring and evaluation (M&E) are two distinct but complementary processes referred to in an evaluation system that emphasizes formative purpose. Monitoring involves regular data collection for tracking process and results, while evaluation requires periodic judgment for improvement. We have recently completed implementing an educational evaluation using the M&E concept in a medical school. The evaluation system consists of two loops, one at the lesson/course level and the other at the phase/graduation level. We conducted evaluation activities in four stages: planning, monitoring, evaluation, and improvement. In the planning phase, we clarified the purpose of evaluation, formulated a plan to engage stakeholders, determined evaluation criteria and indicators, and developed an evaluation plan. Next, during the monitoring phase, we developed evaluation instruments and methods and then collected data. In the evaluation phase, we analyzed results and evaluated the criteria of the two loops. Finally, we reviewed the evaluation results with stakeholders to make improvements. We have recognized several problems including excessive burden, lack of expertise, insufficient consideration of stakeholders' evaluation questions, and inefficient data collection. We need to share the value of evaluation and build a system gradually.

A study of teacher's recognition on teacher evaluation system (교원평가의 주체 및 영역에 대한 초중등학교 교원들의 인식)

  • KIM, Dal-Hyo
    • Journal of Fisheries and Marine Sciences Education
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    • v.21 no.4
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    • pp.508-522
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    • 2009
  • A teacher evaluation system is a hot issue of educational policy these days. Many teachers have opposed teacher evaluation system, but government and many parents have agreed teacher evaluation system. And some people agree teacher evaluation system, but some people disagree teacher evaluation system. The approvers of teacher evaluation system insist that teacher evaluation system can provide the quality of instruction, satisfaction of schooling, and nation's competition capacity. But opponents of teacher evaluation system insist that teacher evaluation system can provide dissatisfaction of teachers' job, excessive competition among teachers, and the failure of educational policy. So, comprehensive studies about teacher evaluation system are needed. The purpose of this study was to investigate that elementary and secondary teachers' recognition about teacher evaluation system. The tool of this study was used questionnaire which was made by researcher of this study. This study indicates as follows. Many teachers opposed teacher evaluation system, because of deficit of validity and reliability of teacher evaluation system. Also, many teachers indicated instruction ability as the most important evaluation standard of teacher evaluation system. And many teachers predicted the dissatisfaction of teachers' job and excessive competition among teachers as a result of teacher evaluation system.

A Study on the Meta Evaluation for Defense R&D Programs (국방Bt&D사업 자체평가시스템 메타평가)

  • Kim, Soon-Yeong;Ha, Kyu-Soo
    • Journal of Korean Society of Industrial and Systems Engineering
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    • v.32 no.3
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    • pp.59-70
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    • 2009
  • This study is the result of meta evaluation for the self evaluation of defense R&D programs in Korea by using meta evaluating indicators. The overall meta evaluation result of defense R&D programs gained 74.3 points out of 100, so it was evaluated as 'Good'. But it demonstrated that further improvement for overall system of defense R&D programs evaluation is required. And especially, it demonstrated that more alternatives are necessary in order to improve the utilizations and the feedbacks of evaluation results. The evaluation context component gained 80.2 points out of 100, so it was evaluated as 'Very Good'. The evaluation input component gained 73.1 points out of 100, so it was evaluated as 'Good'. The evaluation process component gained 74.8 points out of 100, so it was evaluated as 'Good'. And the evaluation outcome component gained 69.0 points out of 100, so it was evaluated as 'Good'. Basic model of meta evaluation was derived from the literature review and brain storming. And this meta evaluation model was determined by adopting the result of experts who performed evaluations for defense R&D programs in recent years. The reliability of components and items was verified by Cronbach's a coefficient. It was over 0.6 in evaluation components and items. And the reliability of evaluation context was 0.877, that of evaluation input was 0.755, that of evaluation process was 0.755, that of evaluation output was 0.755 respectively. From the analysis, it is attempted to identify possible problems and to find out the ways of improvements related to the self evaluation system of defense R&D programs. The ultimate objective of this study is to manage the programs effectively and improve the reliability and the objectiveness of the defense R&D programs.