대학 외국인 유학생 수업 과제 발표의 구인별 평가 기준 적합성 검토: 평가 기준에 대한 내용 타당도(I-CVI) 검증의 방법으로

김혜영 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.10

Objectives The purpose of this study is to design the assessment criteria for the presentations of the class assignments for international students at universities and to create the most appropriate assessment criteria through item-level content validity(I-CVI) test. This study also aims to examine the usefulness and limitations of the assessment criteria by evaluating students' actual presentations. Methods Referring to previous studies, the assessment constructs and assessment criteria were designed. A review of the appropriateness of the assessment criteria was conducted for Korean language instructors for academic purposes. A questionnaire for the appropriateness of the assessment criteria was prepared and distributed to instructors and responses were collected from 12 professors. Inappropriate assessment criteria were excluded by calculating the content validity index(I-CVI) of the assessment criteria. Students' presentations were evaluated with the assessment criteria determined to be appropriate. Results The assessment constructs were extracted as ‘discourse, communication, task performance, pronunciation and intonation, vocabulary and grammar’, and the assessment criteria for the constructs were written with 13 items. In the content validity(I-CVI) verification of the assessment criteria, all 13 items were judged to be appropriate. As a result of evaluating the students' presentations with the assessment criteria determined to be appropriate, it was found that assessment criteria 4 is difficult to distinguish from other criteria related to discourse construct, and needed to be deleted or modified. The remaining assessment criteria were judged to be usefully applicable to actual assessment. Conclusions the content validity (I-CVI) verification of the assessment criteria for evaluating the presentation of assignments in university classes will contribute to objectively and accurately assessing students' presentation ability. The assessment criteria determined to be appropriate will help the instructor to develop the student's presentation ability and make up for their shortcomings. 목적 본 연구는 대학의 외국인 유학생을 대상으로 한 수업 과제 발표 평가의 구인별 평가 기준을 설계하여 평가 기준의 적합성 검토를하고 이를 통해 가장 적합한 평가 기준을 만드는 것을 목적으로 한다. 아울러 학생의 실제 발표를 적합하다고 판정된 평가 기준으로평가해 보고 평가 기준이 유용한지, 한계가 있는지 살펴보았다. 방법 선행 연구를 참고하여 대학 외국인 유학생 수업 과제 발표 평가 구인과 평가 기준을 설계하고 학문 목적 한국어 교수자를 대상으로 하여 평가 기준에 대한 적합성 검토를 실행하였다. 적합성 검토를 위한 설문지를 작성하여 교수자에게 배부하고 12명의 교수자로부터 응답지를 수거하였다. 평가 기준의 내용타당도 지수(I-CVI)를 계산하여 부적합한 평가 기준을 제외하였다. 적합하다고 판정된평가 기준으로 학생들의 발표를 평가하였다. 결과 평가 구인은 ‘담화, 의사소통, 과제수행, 발음과 억양, 어휘와 문법’으로 추출하였고 각 구인별 평가 기준을 13문항으로 작성하였다. 적합성 검토를 위한 평가 기준 내용 타당도 지수(I-CVI) 검사에서 13문항 모두 적합하다고 판정되었다. 적합하다고 판정된평가 기준으로 학생들의 발표를 평가해 본 결과 4번 평가 기준이 다른 기준과 구별이 어려워 이를 제외하거나 수정할 필요성이 있다고 보았으나 나머지 평가 기준은 실제 평가에 유용하게 적용 가능하다고 판단하였다. 결론 평가 기준의 적합성 검토는 교수자가 학생의 발표를 객관적으로 정확하게 평가하도록 하는 데 기여할 것이다. 적합성 검토를거친 평가 기준은 교수자가 학생의 발표 능력을 키우고 부족한 점은 보완하도록 교육하는 데 도움을 줄 것이다.

동료평가에서 평가준거 수준이 학업성취, 동료평가에 대한 흥미, 평가의 신뢰도에 미치는 영향

김민정(Kim, Minjeong) 한국열린교육학회 2020 열린교육연구 Vol.28 No.5

본 연구의 목적은 동료평가에서 평가준거의 수준(구체적 준거, 보통 준거, 무준거)이 학업성취, 동료평가에 대한 흥미, 동료평가의 신뢰도에 미치는 영향을 탐색하는 것이다. 본 연구를 위한 실험 참여자는 67명의 학부 학생이었다. 본 연구의 결과는 다음과 같다. 학업성취에서는 집단간 유의미한 차이가 있는 것으로 나타났다(F(2,64)=13.71, p<.05). 구체적 평가준거를 사용한 집단이 보통 준거나 무준거를 사용한 집단보다 학업성취 점수가 유의미하게 높았고, 보통 준거를 사용한 집단의 학업성취는 무준거 집단보다 유의미하게 높았다. 동료평가에 대한 흥미에서도 집단 간 유의미한 차이가 있는 것으로 나타났다(WilksLamda=.49, p<.05). 하위구인 관련성에서는 구체적 준거를 사용한 집단이 무준거 집단에 비하여 유의미하게 높은 점수를 보였고, 반대로 자신감에서는 무준거 집단이 구체적 준거 집단보다 유의미하게 높은 흥미 점수를 나타내었다. 평가의 신뢰도는 평가준거가 구체적일수록 교수자의 평가와 상관이 높은 것으로 나타났다. 이러한 결과는 동료평가의 평가준거가 구체적일수록 평가하는 학습자에게는 학습 내용에 대한 이해를 증진시켜 자신의 학업에 긍정적인 영향을 준다는 점을 의미한다. 평가의 준거가 구체적이고 세부적일수록 학습자들은 평가가 자신의 학습과 연계되고 학습을 증진시킨다는 점은 긍정적으로 인식했지만, 반대로 구체적인 평가준거를 사용하여 평가하는 것을 어려워한다거나 평가 자체를 하나의 어려운 과제로 생각한다는 점이 발견되었다. 이러한 부분에 대한 심층적인 노력이 요구됨을 연구의 마지막에 제언하였다. The purpose of this study is to examine the impact of the level of assessment criteria (specific criteria, standard criteria, non-criteria) on academic achievement interest, and the reliability of peer assessment. For this study 67 learners participated in the experiment. The results of this study show that there are significant differences between groups in academic achievement(F(2,64)=13.71, p<.05). Groups using specific assessment criteria scored significantly higher in academic achievement than those using standard or non-criteria, and the academic achievement of groups using standard criteria was significantly higher than those using non-criteria. Interest in peer assessment also showed significant differences between groups(WilksLamda=.49, p<.05). In the sub-construct relevance, the group using specific criteria scored significantly higher than the non-criteria group, while in confidence, the non-criteria group scored significantly higher than the specific criteria group. The more specific the criteria, the higher the reliability of the assessment is related to the instructor s assessment. These results indicate that the more specific the peer assessment criteria, the better learners understand the content through peer assessment experiences and performance of their tasks. And the more specific and detailed the criteria for the assessment, the more learners perceived that the assessment was related to their own learning. However, learners said that it is difficult to assess using specific criteria, and that it is considered another challenge of its own. Subsequent studies suggested at the end of the study that in-depth efforts should be made in these areas.

국가수준 국어과 학업성취도 평가의적합성 검토 연구:국어과 평가의 적합성 검토 VRUT 모형을 사용하여

조재윤 한국초등국어교육학회 2011 한국초등국어교육 Vol.46 No.-

This paper suggested a criteria model for examining suitability of Korean language assessment and examined suitability of 2010 national achievement assessment by using on this criteria model. As the criteria of examining suitability of Korean language assessment, the VRUT(Validity, Reliability, Usefulness, and Transparency) model were proposed. ‘Validity’ and ‘reliability’ literally used the traditional criteria. The criteria for ‘usefulness’, and ‘transparency’ was suggested as the new criteria of suitability for Korean language assessment. It examined suitability of 2010 national achievement assessment in Korean language by using VRUT model for examining suitability of Korean language assessment. First, given seeing from the criteria in construct validity, the achievement assessment as a tool of assessing the general Korean language ability is inappropriate, and failed to be enough secured even the content validity due to the lack of item number. Second, given seeing from the criteria in reliability, the achievement assessment is standardized, thereby having been secured the basic reliability. However, the security of reliability needs to be solved on the supply item scoring, which is made with unit in each Office of Education. Third, In the aspect of criteria in usefulness,there was almost no usefulness that was obtained by students, parents, and teachers, who are typical audiences in assessment. And there is even a positive consequences. But, there are also negative consequences such as making a line between regions, the operation of curriculum centering on assessment, and unnecessary competition owing to opening the assessment results. Forth, given seeing from the criteria in transparency, the students and parents, who are typical audiences in assessment, are difficult to grasp what the assessment contents are, and cannot know the process of giving notice of results. The scoring process is untransparent. Thus, transparency was difficult to be seen to have been secured. 이 연구의 목적은 국어과 평가의 적합성을 검토하기 위한 준거 모형을 제시하고,이 준거 모형을 사용하여 2010년 국가수준 6학년 국어과 학업성취도 평가를 중심으로 국어과 평가의 적합성을 검토하는 데 있다. 국어과 평가의 적합성을 검토하는 준거로 타당도, 신뢰도, 유용도, 투명도(VRUT 모형)를 제안하였다. ‘타당도’와 ‘신뢰도’는 전통적인 준거를 사용하였고, 평가의 적합성을 검토하는 새로운 질적 준거로 ‘유용도’, ‘투명도’를 제안하였다. 국어과 평가의 적합성 검토 준거 모형을 사용하여 2010년 국가수준 국어과 학업성취도 평가의 적합성을 검토하였다. 첫째, 구인 타당도 준거에서 보면 종합적인 국어능력을 평가하는 도구로서 학업성취도 평가는 부적합하고, 문항 수의 부족 등으로내용 타당도도 충분히 확보되지 못하였다. 둘째, 신뢰도 준거에서 보면 학업성취도평가는 표준화된 평가이기 때문에 신뢰도는 확보되었으나 서답형 채점에 대한 신뢰도 확보 등을 해결해야 한다. 셋째, 유용도 준거 측면에서 평가의 대표적인 청자인학생이나 학부모, 교사들이 얻은 유용성은 거의 없었다. 긍정적인 결과도 있으나 평가 결과 공개로 인한 학교(지역) 간 순위, 평가 중심 교육과정 운영, 불필요한 경쟁등 부정적인 결과가 컸다. 넷째, 투명도 준거에서 보면 평가의 대표적 청자인 학생,학부모가 평가 내용을 파악하기 어렵고, 결과 통지 과정을 알 수 없으며, 채점 과정을투명하게 알 수 없어서 투명성이 확보되었다고 보기 어렵다.

가습기살균제 환경노출 판정등급에 따른 개인 노출 특성 분포 - 4-1차와 4-2차 신청자를 중심으로

이슬아,윤정교,옥정원,조은경,류현수,양원호,최윤형 한국환경보건학회 2019 한국환경보건학회지 Vol.45 No.4

Objective: This study was performed to investigate the distribution of individual exposure characteristics according to an exposure assessment classification for humidifier disinfectant and to identify the factors that influence assessment classification. Methods: We examined the exposure characteristics of 4,482 subjects who applied for the 4-1 and 4-2 assessments of environmental exposure to humidifier disinfectant conducted by the Korea Environmental Industry & Technology Institute (KEITI). Environmental exposure assessment classification was assessed using the following seven criteria: 1) Distance from humidifier to face; 2) Spray direction; 3) Time used, daytime 4) Time used, during sleep; 5) Time used, cumulative; 6) Exposure intensity; and 7) Cumulative exposure level. Each criteria was then classified as ‘high’ or low’. When participants answered for more than four criteria, exposure assessment was determined as ‘definite,’ ‘probable,’ or ‘possible’ depending on the ratio of ‘high’ responses. If participants’ responses were inconsistent, exposure assessment was listed as ‘unlikely.’ If participants answered for less than four criteria, exposure assessment was considered ‘indeterminate.’ Results: For the exposure assessment classes, definite was assigned to 38.5% (1,725 subjects), probable assigned to 32.9% (1,474 subjects), 25.0% (1,122 subjects) were assigned to as possible, unlikely assigned to 0.1% (3 subjects), and indeterminate assigned to 3.5% (158 subjects). Overall, participants who used ‘Oxy Ssakssak New Gaseupgi Dangbun,’ ‘Aekyung Gaseupgi Mate,’ ‘Homeplus Gaseupgi Chungjungje,’ and ‘E-Mart Gaseupgi Salgyunje’ totaled 2,996, 557, 176, and 162 subjects, respectively. There was a statistical difference in the type of humidifier disinfectant products between high-exposed and low-exposed participants. Based on the assessment criteria of humidifier disinfectant exposure, subjects were likely to be in the highly exposed classes (definite and probable) when the subjects were exposed 1) for more than ten hours per day and 2) for more than four hours at night 3) when the total cumulative exposure time was higher than the average, 4) when the direction of humidifier spray was toward the face, 5) when the respiratory position was less than 1 meter of distance from the humidifier, 6) when the concentration of indoor contaminants (ug/m3) was higher than the average exposure intensity, and 7) when overall exposure level (ug/m3*hr) was higher than the average exposure level. Conclusion: This study suggests that each exposure assessment criteria was able to appropriately estimate cumulative exposure levels.

IBDP 음악 평가 체계와 기준 분석

최미영 한국예술종합학교 한국예술연구소 2023 한국예술연구 Vol.- No.41

본 연구의 목적은 IBDP 음악 과목의 평가 체계와 기준을 분석하고, 우리나라 음악교육 평가를 위한 시사점을 논의하는 데 있다. 이를 위해 IBDP 교육과정 및 음악 교육과정을 개괄적으로 살펴보고, IBDP의 음악 평가를 평가 체계와 평가기준으로 나누어 분석하였다. 이러한 분석을 토대로 우리나라 음악교육에 시사하는 바는 다음과 같다. 첫째, 결과 평가를 바르게 활용함으로써 과정 평가와 결과 평가 간의 균형을 유지하는 것이 중요하다. 둘째, 증거 기반 방식으로 학생의 성취도를 파악한다. 셋째, 평가기준을 명확히 설정하여 학생의 학업 수행을 객관적으로 평가한다. 넷째, 평가기준에 따른 상세한 평가 척도를 제시한다. IBDP 음악 평가 체계와 기준에 대한 분석과 시사는 우리나라 음악교육에 의미 있는 평가 체계의 전환과 향후 내실 있는 음악교육과정의 혁신 도모에 도움을 줄 수 있을 것이다. This study aims to analyze the assessment system and criteria of music subjects in IBDP and discuss implications for music education assessment in South Korea. To this end, IBDP and its music curriculum were comprehensively examined, and IBDP music assessment was analyzed by assessment system and assessment criteria. Based on this analysis, the implications for music education are as follows. First, it is important to maintain a balance between formative and summative assessment by effectively utilizing summative assessment results. Second, students’ achievements are assessed using an evidence-based approach. Third, clear assessment criteria is set to evaluate the students’ academic performance objectively. Lastly, detailed evaluation scales are provided according to the assessment criteria. The analysis and implications regarding the IBDP music assessment could contribute to a meaningful transition to a more effective assessment system in South Korean music education and facilitate future innovations in robust music curricula.

도자조형작품의 창의가치성 평가를 위한 평가기준과 콘텐츠 구성의 ACCC 체계 모델 구축을 위한 연구

전혜진 한국디자인트렌드학회 2023 한국디자인포럼 Vol.28 No.2

Background Although establishment of objective assessment criteria is essential in art, it is difficult in reality. This is because the criteria for assessing artworks may change depending on the time and situation, there is no right answer that satisfies everyone, and individual preferences must be respected. Nevertheless, this paper tried to making the ACCC system model for the composition of contents and assessment criteria for assessing the creative value of ceramic sculpture as a part of the attempts to making the basic criteria for the quantitative assessment excluding qualitative assessment. The attempts to establish the basic assessment criteria for ceramic sculpture and add and develop further criteria, it will be an opportunity to objectify the unprecedented assessment criteria for ceramic sculpture as well as establish the popularized assessment criteria. The assessment of ceramic sculpture is to assess its creative value as a substance, which consists of ontological nature and representational contents. This premises the area, item, and index-based system defined by the objective pervasiveness and alternating relationship. A ceramic sculpture is assessed for its creative value as a substance, which consists of ontological nature and representational contents. This premises the area, item, and index-based system defined by the objective pervasiveness and alternating relationship. The purpose of this paper is to establish an Assessment Criteria & Contents Configuration (ACCC) model that criticizes, analyzes, and re-interprets the artistic property and elemental characteristics of sculpture’s neoplasticism and new value, as well as optimizes the spatial-temporal characteristics and artistic sensibility’s practical need. Methods First, this paper analyzed the pluralistic concepts of the esthetic sense, formative characteristics, and creative value that reflect the ceramic sculpture’s identity. Then, this paper explored the structural direction of the assessment. Secondly, this paper utilized the formative characteristics, such as originality, esthetic impression, interest, rationality, and concreteness, from the preceding research items as the base data to compose the contents and assessment criteria for the creative value of the ceramic sculpture. Thirdly, this paper established the assessment area, item, and index as detailed measures for assessing the creative value of the sculpture. Then, this paper composed the contents to set the assessment criteria for the creative value of the ceramic sculpture. The ACCC model was designed according to the above results. Lastly, this paper came up with conclusions derived from studies above. Result Conclusion This paper proposed and designed the ACCC model for comprehensive assessment, area, and item for the creative value of the ceramic sculpture. Using the ACCC model, this paper also re-spotlighted on the creative value of the ceramic sculpture to develop standards for assessing and verifying subjective beliefs based on bjective substance. This paper also verified its method and logical justification. 연구배경 예술에서 객관적인 평가 항목을 구축하는 것은 필수불가결한 요소이지만, 현실적으로는 어려운 실정이다. 왜냐하면 디자인과 실용적 측면이 강조되는 제품도자가 아닌 도자조형 예술작품의 평가는 그 시대와 상황에 따라 그 기준이 바뀔 수 있으며, 모든 사람이 충족하는 정답을 찾을 수 없을 뿐만 아니라, 개인의 취향이 존중되어야 하기 때문이다. 그렇지만 본 연구에서 도자조형작품의 창의가치성 평가를 위한 평가기준과 콘텐츠 구성의 ACCC 체계 모델을 구축하려 하는 것은 정성적 평가를 제외한 정량적 평가를 위한 기본적인 기준을 정해 보려는 시도이다. 이 시도를 시작으로 도자조형 작품에서의 기본적인 평가기준을 세우고 이를 토대로 계속 추가, 발전되어 나간다면 지금까지 없었던 도자조형 작품의 평가기준을 객관화하는 기회가 되며, 대중화된 평가기준을 마련하는 계기가 된다. 이를 위한 도자조형작품의 평가는 존재론적 본질성과 표상적 콘텐츠(contents)로 구성된 실체로서 그 창의가치성을 평가받는 것이며 이는 곧 객관적인 편재성(fervasive)과 교호적 관계성으로 규명된 평가영역, 항목, 지표에 의한 체계를 전제로 한 것이 되어야 한다. 본 연구의 목적은 조형작품이 지닌 신조형성, 신가치성의 요소적 특성과 기예성을 비판, 해체, 재해석하고 그 시각적, 시공간적 특성과 미학적 감성의 실제적 요구를 최적화한 ACCC(Assessement Criteria & Contents Configuration) 체계 모델을 구축하는 데에 있다. 연구방법 첫 번째로는 도자조형 작품의 정체성을 담고 있는 미감과 조형특성, 창의가치성의 다원적 개념을 분석하였고 평가의 구조적인 방향성을 탐색하였다. 두 번째로는 독창성, 심미성, 흥미성, 합리성, 구상성 등 조형특성의 선행적 연구 항목 중에서 under data를 활용, 도자조형작품의 창의가치를 위한 평가기준과 콘텐츠를 구성 하였다. 세 번째로는 작품의 창의가치성을 평가하기 위한 세부적인 수단으로의 평가영역과 항목, 지표를 구축하고, 콘텐츠 구성을 제시하여 도자조형작품의 창의가치성 평가 기준을 설정하였다. 그리고 마지막으로 위의 연구들을 통해 도출된 결론을 ACCC 체계 모델로 구축하였다. 연구결과 결론 본고에서는 도자조형작품의 창의가치성 평가에 대한 종합적인 평가, 영역, 항목에 대한 방법과 절차를 제시하고 ACCC 체계 모델을 구축하였다. 도자조형작품의 창의가치성 평가 모형 체계 연구를 통해 도자조형작품의 창의가치성에 대해 재조망하여 주관적 신념을 객관적 실체에 비추어 평가, 검증할 수 있는 준거의 기반을 조성하고, 그 방법과 논리적 정당성을 확인하였다.

요양병원의 중증도 보정 사망률

조상아,윤국회,김민수,정설희 건강보험심사평가원 심사평가정책연구소 2023 연구보고서 Vol.2023 No.0

A long-term care hospital applies per diem payment systems rather than fee-for-service systems for the medical services provided to long-term care inpatients. To prevent the potential underprovision of medical services due to these per diem payment systems and promote improvement in medical quality, the quality assessment program for long-term care hospitals was introduced in 2008. Despite the development and introduction of various criteria in recent quality assessments, there is an increasing demand for the development of new criteria. Among these, there is a growing demand for the introduction of criteria related to mortality rates. Therefore, the purpose of this study is to examine the feasibility of introducing a mortality rate criterion in long-term care hospitals through an analysis of the relationship between severity-adjusted mortality rates and evaluation criteria. The study conducted an examination of domestic and international evaluation criteria related to long-term care hospitals and mortality rate evaluation criteria. Based on data including health insurance claim data from 2020 to 2022, patient assessment forms from long-term care hospitals, and results of quality assessment of long-term care hospitals, models for severity-adjusted mortality rates in long-term care hospitals were developed. Mortality rates were defined as in-hospital mortality rates, and the development of the severity model considered factors obtained through Bootstrap, literature review, patient assessment forms, and whether patients had a history of COVID-19 infection as adjustment variables. To understand mortality rates according to various treatment characteristics of long-term care hospitals, institutions with treatment volumes exceeding 30% were classified based on their representative treatment characteristics (cancer, dementia, rehabilitation, others). The developed models' goodness-of-fit was assessed using Bootstrap, C-statistics, Corrected C-statistics, AIC (Akaike Information Criterion), and SBC (Schwarz-Bayesian Criterion). The final models were selected through model comparisons based on AIC and SBC, and the severity-adjusted mortality rates were analyzed. Additionally, to understand the relationship between quality assessment criteria and mortality rates, correlation analyses were conducted, and ROC curve analyses were used to determine the discrimination ability of evaluation grades of mortality rate. Evaluation criteria related to long-term care, both domestically and internationally, include pressure ulcer occurrence rates, community reintegration rates, urinary tract infection rates, improvements in activities of daily living rates, among others. However, evaluations of mortality rates related to long-term care are not conducted on a national level. Furthermore, long-term care hospital mortality rates have shown significant increases after the COVID-19 pandemic. The final selected severity-adjusted model was one that adjusted for clinical risk factors. If an institution's mortality rate significantly exceeds the 95% confidence interval of the severity-adjusted mortality rate, it may indicate factors other than severity adjustment influencing the mortality rate and necessitate monitoring of that institution. Nevertheless, before concluding that the severity-adjusted model fits well and has good predictive power or that monitoring is required for the institution, it is necessary to confirm the models' representativeness. The relationships between mortality rates and evaluation criteria have been demonstrated through various papers, and statistically significant results have also been derived from this study's data, showing significance not only for activities of daily living but also for pressure ulcer presence. Analyses of the discrimination ability of evaluation grade of mortality rate revealed AUC (Area Under the Curve) values of 0.5727 for pre-adjusted mortality rates and 0.5220 for post-adjusted mortality rates. In conclusion, based on the examination of the feasibility of introducing mortality rate criteria through the severity-adjusted models and the discrimination ability of evaluation grades, it is determined that the data available for generating the severity-adjusted models are limited and the discrimination ability of evaluation grades for mortality rates is lower compared to other indicators. Therefore, the introduction of mortality rate criteria is considered difficult. Instead, enhancing the reliability of current evaluation criteria through improvements is suggested, and for the severity-adjusted models to be representative, the accuracy and reliability of the data should be validated.

한국인일본어학습자의 평가방법에 대한 인식의 일례 - 학습자참가형평가 실시를 위한 앙케이트 결과에서 -

에비나미유키 ( Ebina Miyuki ) 한국일어일문학회 2021 日語日文學硏究 Vol.119 No.-

일본어수업에 학습자참가형 평가를 도입하면, 교사는 학습자의 성취수준을 파악하고 학습자는 수강하는 수업의 목표에 도달하기 위하여 자신의 학습에 관심을 가질 수 있게 된다. 또한 평가과정에서도 교사나 학습자의 상호작용을 통하여 학습자의 학습이 촉진된다. 본고에서는 수업에서 학습자참가형 평가를 도입하기 위한 준비단계로써 한국소재 대학의 교양일본어수업 수강생에게 설문조사를 실시하였다. 학습자는 활동적인 수업과 평가에 대한 경험이 있으며, 수업을 통하여 일본어회화 실력과 의사소통 능력 향상을 목표로 하는 경우가 많았다. 또한 ‘평가’는 ‘교수(평가주체)'가 ‘운용능력(평가내용)’를 ‘필기 및 실기시험(평가방법)'으로 하기를 원하며, 평가기준도 ’교수‘가 작성하기를 원한다. ‘평가’에 대해서는 ‘교수가 성적부여를 위한 수단’으로 파악하고 있었다. 이를 바탕으로 학습자참가형 평가를 비롯한 교수자와 학습자 간의 상호평가의 의의를 고찰하였다. 수업에서의 학습자참가형 평가와 상호평가의 도입으로 한국인 일본어학습자의 효과적인 자기주도학습력 향상에 도움이 될 것으로 기대된다. By introducing learner-participating assessment into Japanese classes, teachers can grasp the learner's achievement in order to achieve the goals of the lessons they are taking, and learners can be interested in their own learning. In addition, students' learning ability will be promoted through the interaction of teachers and learners during the assessment process. This study conducted a survey of Japanese language students at Korean universities as a preparatory step for the introduction of student participation assessment. The results show that learners have active lessons and assessment experience, and that they often aim to improve their Japanese conversation and communication skills through lessons. In addition, "assessment" is expected to be evaluated by "professors" as "paper and performance tests" and "professors" as criteria for assessment. As for assessment, learners understood that professors were a means of grading. Based on this, the significance of mutual assessment between professors and learners, such as learner participation assessment, is examined. It is expected that the introduction of participation assessment and mutual assessment in the course will help Korean Japanese learners improve their self-directed learning skills.

Dual-Energy CT in Patients Treated with Anti-Angiogenic Agents for Non-Small Cell Lung Cancer: New Method of Monitoring Tumor Response?

김유나,이호연,이경수,서준범,정명진,안명주,박근칠,김태성,이진아 대한영상의학회 2012 Korean Journal of Radiology Vol.13 No.6

Objective: To evaluate tumor responses in patients treated with anti-angiogenic agents for non-small cell lung cancer (NSCLC) by assessing intratumoral changes using a dual-energy CT (DECT) (based on Choi’s criteria) and to compare it to traditional Response Evaluation Criteria in Solid Tumors (RECIST) criteria. Materials and Methods: Ten NSCLC patients treated with bevacizumab underwent DECT. Tumor responses to anti-angiogenic therapy were assessed and compared with the baseline CT results using both RECIST (size changes only) and Choi’s criteria (reflecting net tumor enhancement). Kappa statistics was used to evaluate agreements between tumor responses assessed by RECIST and Choi’s criteria. Results: The weighted κ value for the comparison of tumor responses between the RECIST and Choi’s criteria was 0.72. Of 31 target lesions (21 solid nodules, 8 lymph nodes, and two ground-glass opacity nodules [GGNs]), five lesions (16%) showed discordant responses between RECIST and Choi’s criteria. Iodine-enhanced images allowed for a distinction between tumor enhancement and hemorrhagic response (detected in 14% [4 of 29, excluding GGNs] of target lesions on virtual nonenhanced images). Conclusion: DECT may serve as a useful tool for response evaluation after anti-angiogenic treatment in NSCLC patients by providing information on the net enhancement of target lesions without obtaining non-enhanced images. Objective: To evaluate tumor responses in patients treated with anti-angiogenic agents for non-small cell lung cancer (NSCLC) by assessing intratumoral changes using a dual-energy CT (DECT) (based on Choi’s criteria) and to compare it to traditional Response Evaluation Criteria in Solid Tumors (RECIST) criteria. Materials and Methods: Ten NSCLC patients treated with bevacizumab underwent DECT. Tumor responses to anti-angiogenic therapy were assessed and compared with the baseline CT results using both RECIST (size changes only) and Choi’s criteria (reflecting net tumor enhancement). Kappa statistics was used to evaluate agreements between tumor responses assessed by RECIST and Choi’s criteria. Results: The weighted κ value for the comparison of tumor responses between the RECIST and Choi’s criteria was 0.72. Of 31 target lesions (21 solid nodules, 8 lymph nodes, and two ground-glass opacity nodules [GGNs]), five lesions (16%) showed discordant responses between RECIST and Choi’s criteria. Iodine-enhanced images allowed for a distinction between tumor enhancement and hemorrhagic response (detected in 14% [4 of 29, excluding GGNs] of target lesions on virtual nonenhanced images). Conclusion: DECT may serve as a useful tool for response evaluation after anti-angiogenic treatment in NSCLC patients by providing information on the net enhancement of target lesions without obtaining non-enhanced images.

Identifying Key Domains and Criteria for the Assessment of K-12 Students’ Digital Multimodal Composition : A Literature Review

( Park Sohee ) 국어교육학회 2018 國語敎育學硏究 Vol.53 No.5

The study systemically reviewed empirical studies on the assessment of digital multimodal composition (DMC) and identified key domains and criteria for the assessment of K-12 students’ DMC. Based on the concept of multimodality and universal theoretical assumptions on it (Jewitt, 2014), this study argued that assessment tools of DMC should consider both linguistic and non-linguistic modes, their unique communicative roles, relationships between modes, and social norms and conventions about signs. The multi-step analyses drew 19 distinguishable criteria from 111 criteria presented in 15 relevant studies. The findings section defined new criteria and described how they are related to the a priori domains and the existing criteria. This literature review contributes to the field by providing a comprehensive list of criteria for DMC teaching and assessment. Limitations of the study and suggestions for future studies were also discussed.