• 대한공업교육학회지
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• v.30 no.1
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• pp.56-67
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• 2005

The purpose of this study was to examine the effects of analytic rubrics on learners' self-directed learning ability in information technology unit assessment. The experiment and control groups were 4 classes of the 2nd grade in B middle school located in Daejeon. The pretest was performed to check the group homogeneity. For the experiment design, the nonequivalent control group design as a type of quasi-experimental design was used. The experiment was composed of 5 sessions. Statistical significance was p < .05 to verify the hypothesis, and SPSS 12.0 for Windows was used for statistical treatment. The results from this study were as follows: (1) The application of analytic rubrics in information technology unit assessment affected learners' self-directed learning ability in a positive way in 4 factor's(openness, self-concept, intrinsic motivation, self-evaluation) but does not affected in 3 factor's(autonomy, creativity, problem solving). (2) The difference in sex was not a statistically significant factor in the application of analytic rubrics in information technology unit assessment. Based on the results of the experiment, two suggestions were made to promote the application of rubrics in technology education assessment. (1) Research and development of many types of rubrics for technology education are needed. (2) Systematic training of rubrics for technology teachers is needed.

• Journal of Acupuncture Research
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• v.32 no.4
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• pp.47-68
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• 2015

Objectives : The purpose of this study is to review and propose improvements for the Romanization and English expressions in the WHO international classification of diseases 11th revision beta version (ICD-11b) traditional medicine chapter. Methods : ICD-11b as of October 5, 2015, was reviewed. Romanization and English expressions were analyzed with reference to existing standards such as the Basic Principles of Romanization stipulated by the National Institute of Korean Language, and the Korean Standard Classification of Diseases (KCD), suggested improvements followed. Results : Following the Basic Principles of Romanization, 131 ICD-11b rubrics need improvement in the Romanization of Korean. When compared to KCD-6 comparable rubrics, 161 ICD-11b rubrics are the same and 64 are different. When compared to KCD-7 comparable rubrics, 118 ICD-11b rubrics are the same, and 51 are different. In KCD-6, there are 127 rubrics that do not match with items in ICD-11b. In KCD-7, there are 123 rubrics that do not match with items in ICD-11b. Conclusions : ICD-11b may be improved by correcting the Romanization and consideration of English expressions suggested in this study.

• Journal of Engineering Education Research
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• v.15 no.5
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• pp.108-118
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• 2012

The purpose of this study was to provide analytic rubrics for measuring teamwork(PO6), communication and presentation skills(PO7), and life-long learning(PO8) based on theoretical concepts of performance assessment and rubrics. Also, this study analyzed data about performance assessment and rubics from courses offered through college of engineering. Participants were 34 senior engineering students who took the course 'Technical writing and presentation'. In the second week of the course, students were given the pre-test instrument which was developed for measuring students' understanding of program outcomes for this study. After performing project activities using rubrics, students were encouraged to complete the post-test instrument and the reaction questionnaire during the ninth week. The data were analyzed by using SPSS 14.0 and Microsoft Excel. The research findings are as follows. First, to promote and evaluate program learning outcomes appropriately, performance assessment-based on rubircs should be implemented. Second, in the reaction questionnaire about the rubircs, students answered that using rubircs for performing the project was very useful for understanding the performance procedures and assessment criteria. Third, the mean of understanding of program outcomes of students in post-test was significantly increased than in the pre-test(p<.0001). From the findings, performance assessment and rubrics should be used as evaluation tools at course levels in terms of promoting program learning outcomes for engineering education.

• The Journal of Korean Association of Computer Education
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• v.9 no.4
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• pp.35-42
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• 2006

We have investigated the effect of student-generated rubrics on learning motivation and achievement in performance evaluation of computer class. We studied the related previous researches and developed the procedure for performance evaluation using student-generated rubrics. According to thc developed procedure, the performance evaluation has been carried. Students have more clear understanding of their assignments and rubrics during the negotiation process. Student generated rubric has a positive effect on learning motivation and achievement.

• Journal of Engineering Education Research
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• v.11 no.4
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• pp.115-127
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• 2008

This study was to examine the effects of the learning strategy educational program using rubrics on engineering students' study strategies and academic achievements. To examine the effects of treatment, 58 engineering undergraduates were used as subjects. Two instruments were employed in the study, learning strategies rubrics and self-reported GPA. Repeated Measure MANOVA, ANCOVA were conducted to analyze the effects of the treatment. The summary of results showed that the program using rubrics is significantly effective regarding the improvement of the engineering students' learning strategies and academic achievement.

• The Mathematical Education
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• v.46 no.2 s.117
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• pp.207-226
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• 2007

The purpose of this study was to design and develop the processes of tasks and assessment rubrics of open-ended tasks, and those for the 5th graders of elementary school mathematics. 7 tasks were finally developed, and 'problem understanding', 'problem solving process', 'communication' were selected as the criteria for assessment rubrics. The result was that the ability of mathematical power covering problem understanding ability, problem solving ability and mathematical communication ability was low. Specifically, problem understanding ability was the highest, problem solving ability was middle, and mathematical communication ability was the lowest.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.611-624
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• 2017

The purposes of this study are to explore Iceberg(IB) model as a systems thinking analysis tool for high school students, suggest a systems thinking analysis method using rubrics and verify its validity and reliability. For this study, the theoretical basis was examined through literature analysis about IB model and rubrics of evaluating the systems thinking. And 6 high school students participated in IB model activity and were interviewed about polar climate change. In addition, quantitative tests using systems thinking scale were also conducted to support the results of the IB model activity analysis. Data obtained from IB model activity was analyzed by using the rubrics of evaluating system thinking developed by Hung (2008). The analysis results were reviewed by two professors to confirm the validity and reliability. In order to confirm the validity, correlation analysis were performed between the rubrics and the quantitative test results. Finding are as follows: Six students used the IB model to express their systems thinking in detail and the results of the systems thinking analysis of students using rubrics showed a distribution of 17~35 points. Furthermore, the results of correlation analysis between rubrics and systems thinking scale was highly correlated (Pearson product-moment is .856) on significance level from .05. Using the IB model introduced in this study, students express their systems thinking effectively and the results of the systems thinking analysis using IB model is considered to analyze validity and reliability. Based on the results of this study, implication suggests how to study the systems thinking in science education.

• Korean Journal of Adult Nursing
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• v.26 no.6
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• pp.653-667
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• 2014

Purpose: This study was aimed to develop frequently-used clinical scenarios and scoring rubrics to assess core basic nursing skills in adult health nursing clinical practice for clinical evaluation based on program learning outcomes (PO). Methods: This study was a methodological research combining focus group interviews and questionnaires to select and construct scenarios. Data were collected from clinical practitioners, adult health nursing professors, and new nurses from November, 2013 to April, 2014. The developed scenarios and rubrics were applied to nursing students by way of showing an example. Results: The 12 frequently-used clinical scenarios were developed. The proportion of the evaluation rubrics were 30% for clinical instructors where as 70% for college instructors. In order for students to achieve the important learning outcomes from the courses for clinical practice, four program outcomes (POs) were selected as well as a rubric for each POs was developed. Students who had situation-based clinical practices showed higher levels of satisfaction on mastery of core basic nursing skills and communication skills. Conclusion: This findings of the study suggested the strategies for complementing pitfalls in clinical setting and achieving PO during students' clinical practicum.

• Journal of The Korean Association of Information Education
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• v.11 no.3
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• pp.371-378
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• 2007

Since 2001, we have taught computer in elementary school to become the advanced country of IT in the 21C. However, people criticized that ICT education which is consisted mainly of the computer skills is not appropriate for information literacy education. In 2005, "ICT Education Guide Rev." is published. Thereafter, information literacy education has systematic frame. The experts emphasize the importance of performance assessment. Computer education can become the problem solving education if the performance assessment carried out. However, it is not successful without the good rubrics for performance assessment In this paper, we developed the rubrics for performance assessment for "presentation document writing".

• The Journal of the Korea Contents Association
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• v.16 no.3
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• pp.782-789
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• 2016

The purpose of this study was to develop a goal-directed rubrics for a adult nursing education and to evaluate this rubric's effects on academic achievement of nursing students. A total of 154 nursing students participated in this study. The data were analyzed by t-test, $x^2$-test with SPSS win 20.0 program. Rubrics in adult nursing education was to improve the academic achievement. With this result, the rubrics development of nursing education in a variety of areas and would have to be evaluated.