• School Mathematics
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• v.15 no.2
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• pp.263-288
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• 2013

This study was conducted to provide practical ways to apply interview assessments in classrooms. Interview assessments have been asserted to serve as one of the alternatives to the traditional paper-and-pencil tests. In order to propose ways for teachers to actively use interview assessments for mathematics assessments, relevant instruments were developed by analyzing a number of related theories. These instruments were developed in two forms: interview assessments focused on identifying student characteristics and those focused on identifying thought processes. The interview assessments were applied in classroom settings and the results of this application were analyzed. The findings from this study are expected to suggest beneficial implications for teachers who are interested in practicing interview assessments in classrooms.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.289-318
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• 2013

This study was conducted to provide practical ways to apply observation assessments in classrooms. Observation assessments have been asserted to assess elements of mathematical processes which cannot be effectively assessed in traditional paper-and-pencil tests. In order to propose the ways for teachers to actively use observation assessment of mathematics assessments, relevant instruments were developed by analyzing a number of related theories. The observation assessments were applied in classroom settings and the results of this application were analyzed. The findings from this study are expected to suggest beneficial implications for teachers who are interested in practicing observation assessments in classrooms.

• Journal of Science Education
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• v.41 no.3
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• pp.365-381
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• 2017

Based on the previous study (Park et al., 2015) which indicated positive results in the improvement of science teaching through the POCoM (Practical On-site Cooperation Model) application, this work concentrates on expanding the POCoM to more various teaching settings. To do this, 18 cyclic applications (72 teaching classes in total) of the POCoM were divided into (1) the first cycles and the second cycles conducted after the first cycles, (2) classroom teaching and laboratory teaching, and (3) cycles by our research team and cycles by other experts team. The comparison between the two parts were conducted using the improvement rates, the number of KTOP (Korean Teaching Observation Protocol) items which improvement was needed, and the change of these numbers according to teaching sequence. As results, no difference regarding the improvement was observed between classroom and laboratory teachings, and also between the first and the second cycles. When other experts team applied the POCoM, the number of KTOP items which improvement was needed was larger and the improvement rate was lower than those in the cycle by our research team. Nevertheless, these differences were not statistically significant, and also, it was expected that, if other experts team tries to improve science teaching through 6 teachings, the improvement by the other experts would be nearly the same with the improvement by our research team through 4 teachings. In conclusion, it is confirmed that the POCoM can be used in various teaching settings with the almost the same potency. Lastly, the necessity and possibility of the more detailed and qualitative analysis about the POCoM application are discussed.

• Safety and Health at Work
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• v.12 no.1
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• pp.35-41
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• 2021

Introduction: Training standards for long-haul truck drivers (LHTD) are rapidly evolving in Canada, yet the opinions of the drivers themselves have not been adequately considered. The purpose was to survey LHTD on their work training history and to examine LHTD perceptions of driver training and licensing protocols. Methods: LHTD were recruited across two Western Canadian provinces from seven different truck stops. The sample completed 207 surveys and 67 semi-structured interviews. Results: The average age of the participants was 52.5 ± 11.5 years (range 24-79); 96% were men. Approximately 33% of the LHTD had at least one crash. Those who did not receive formal driver training were significantly more likely to crash than those who had received training. Participants stated that current training standards are inadequate for the industry, particularly for new drivers. According to participants, entry-level curriculums should consist of both classroom and practical training, as well as on-road observation with a senior mentor. LHTD reported that many new drivers are not equipped to drive in various contexts and settings (e.g., mountains, slippery roads). Conclusions: LHTD are not confident in the current training guidelines for novice truck drivers. Revisions to the training curriculum and standardization across Canada should be considered. Practical Application: A federal mandatory entry-level training program is needed in Canada to ensure that all new LHTD ascertain the necessary skills to drive safely. Such a program requires government involvement and input from LHTD to facilitate appropriate licensure and consistent training for all drivers.