An investigation into teachers’ perceptions of the national achievement test of primary English

Shim,KyuNam,Lee,WonKey 한국초등영어교육학회 2011 초등영어교육 Vol.17 No.3

The purpose of this study is to investigate how primary school teachers of English perceive the national achievement test of primary English (hereafter NATPE). It also aims to investigate to what extent the washback effect of NATPE has on teachers' practice in their teaching. For these purposes, the teachers’ usual way of teaching was surveyed, and an NATPE test contents were analyzed from the perspectives of teachers. From this analysis, some critical issues were raised, such as the dissonance between what the teachers do before and after the test implementation, and the impact of the test on the teachers' perception and their practices. To carry out the research, a questionnaire consisting of some open-ended questions and some close-ended ones was administerd to over 100 teachers from different areas. An in-depth interview was also conducted to 15 questionnaire respondents in order to consolidate the data obtained from the questionnaire. The results indicate that teachers do not have enough information about the NATPE in terms of the four level distinctions of English achievement, and the differences between the neighbouring levels, the way of determining the cut-off point of each level. The results also show that teachers made efforts by employing a number of methods and strategies to help students prepare for the test, and compensate for their weakness after the test.

A Model of Robot-Assisted Assessment of Primary School Students’ English Speaking

Shim,KyuNam,MIn,Deok-Gi,Lee,Seungmin 한국초등영어교육학회 2012 초등영어교육 Vol.18 No.3

This small-scale study aims to try out if an educational robot can be used as an interlocutor in the formative speaking assessment in the primary English learning classrooms. Also it aims to investigate if it could affect the learners’ emotional factors such as motivation and confidence. For these purposes, firstly, a number of theoretical issues were investigated: Difficulties of speaking assessment, principles of speaking assessment, and robot technology; secondly, the educational standards of speaking skills prescribed in the national curriculum were examined. Through which, a model of robot-assisted speaking assessment was developed and applied to the primary school students. In addition, a questionnaire survey and an interview were conducted to 13 students for the purpose of obtaining the quantitative and qualitative data regarding their emotional responses to the assessment. The results indicate that the model of robot-assisted assessment might be put into assessment practice. There are, however, still some obstacles which need to be addressed. First, the robot should be equipped with some more high-technologies such as space and voice recognition for human-robot-interaction(HRI). Second, it should also be equipped with a number of programs such as text-to-speech(TTS), speech-to-text(STT), radio-frequency identification(RFID), and tele-presents in order to allow robots to communicate with the students. Lastly, item pool of speaking assessment should be developed thought which, the teachers could access it without any difficulties. Finally, a pedagogical implication is presented based on the research results.

An Investigation into Primary School English Teachers’ Awareness of Critical Classroom-based Assessment

KyuNam Shim 한국중원언어학회 2013 언어학연구 Vol.0 No.28

The purpose of this study is to investigate the extent to which primary school teachers of English are aware of critical language assessment with reference to their assessment practice. For these purposes, the teachers’ usual approach of assessment was surveyed, and their thoughts and views on the principles of critical language assessment were analyzed. To conduct the study, a research tool consisting of some open-ended questions and some reading material-based paper work was administered to 19 teachers from 2 different city areas. The results indicate that generally teachers were familiar with the great part of the principles of critical language assessment although the term itself was new to them. Meanwhile there are a number of principles which were not supported by the participants: Obtaining student’s consent and handing over their inherited power to the students. Some areas needing further investigation were identified in the last part of the study.

초등영어 수업연계 평가의 원리와 실제에 대한 교사의 인식

심규남(Shim, KyuNam) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.23

본 연구는 교실을 기반으로 하는 초등영어 수업연계 평가의 원리와 실제에 대한 초등영어 담당교사들의 인식을 조사 연구하였다. 이를 위하여, 먼저 초등영어 평가의 맥락에 대한 이해를 바탕으로, 교실기반 평가(classroom-based assessment), 수 업연계 평가(assessment linked to teaching)에 대한 선행연구와 기존 이론을 탐색하여 수업연계 평가의 모형과 실행원리를 제시하였다. 연구 문제를 해결하기 위해서, 3개 도시의 55명의 초등영어 담당 교사들을 대상으로 1차에 폐쇄형 질문지를 사용한 조사 연구를 실행하였고, 약 1주일 후에 1차 연구 결과 분석을 바탕으로 개방형 질문지를 활용한 조사와 소규모 집단 면담을 실행하였다. 연구 결과는 수업연계 평가의 계획과 실행, 평가 방법 및 평가 과제, 평가의 기록 및 보고, 그리고 평가 결과의 사용 등 4개의 세부영역으로 나누어 분석하였다. 대부분의 연구 참여 교사들은 전반적으로 수업연계 평가에 대한 지식이나 원리에 대한 이해도가 높았고, 동시에 평가 원리를 교실에서 높은 수준으로 실천하고 있었다. 그러나 교사들은 동료 교사 간 협업으로 평가를 계획하고 실행하는 것과 기능 통합형 평가 과제 실행, 그리고 수준별 평가 과제를 제공하는 문제에 있어서 평가 원리에 대한 인식과 실천 간에 상대적으로 큰 격차를 보였다. 이에 대한 원인은 2차 조사 연구 자료를 바탕으로 심층적으로 분석하여 기술하였다. 결론에서는 본 연구의 초등영어 수업연계 평가에 대한 시사점을 기술하고, 현장 교사 전문성 신장을 위한 지원과 수업연계 평가 실행모형을 개발하고 보급하기 위한 협력 연구에 대한 지원의 필요성도 제기하였다. This small-scale study aims to investigate how primary teachers of English perceive their role as assessors with regard to classroom-based assessment. Thus, it examines the teachers current principles of assessment linked to teaching and their perceived practice. Based on the assessment context of primary English teaching, the principles and the models of assessment linked to teaching are presented. This study also sets out to gain an in-depth understanding of further issues which emerged from the dissonance between the teachers beliefs and their perceived practice of assessment linked to teaching. In order to conduct the research, a close-ended assessment questionnaire was developed to obtain the quantitative data from 55 participants in three different cities; another open-ended questionnaire was also constructed to gain the qualitative data about one week later. The researcher also interviewed 6 voluntary participants. The results of the study reveal that generally teachers hold and exercise their own beliefs regarding assessment linked to teaching. However, they did not put some of their principles into practice; a number of significant factors were found to be responsible for this, these include: unfavorable teachers working condition, dedication to the departmentalized teaching system, the gap of English abilities among the students, and their awareness of certain assessment principles. Some particular areas needing further investigation were identified in the last part of the study.

Free Fall Detection Algotithms for Hard Disk Drives

Julian Stoev,KyuNam Cho,Jun-Seok Shim,Ho Seong Lee 제어로봇시스템학회 2006 제어로봇시스템학회 국제학술대회 논문집 Vol.2006 No.10

초등영어 말하기 수행평가 프로파일 차트 개발 및 활용 분석

이여임(Yeoim Lee),심규남(KyuNam Shim) 한국영어평가학회 2022 영어평가 Vol.17 No.2

The purpose of this study aims to develop a profile chart for speaking performance assessment and implement it in primary English classes. Considering some major theories and principles regarding speaking assessment which are performance assessment and learning-oriented assessment, as well as the teaching and assessment context of primary English teaching, a profile chart of speaking performance assessment was developed. To conduct the research, 24 primary school teachers participated and some of them used the chart and then shared their experiences in using the chart in their English classes. Through this process, the profile chart was revised and confirmed. According to the results of the study, the participating teachers were all satisfied with using the speaking assessment profile chart for in-class assessment. Teachers responded that the chart could be used for assessment purposes as expected, that it could be used within the scheduled time frame in the classroom, and that it was relatively easy to record and manage. They also responded that in consideration of the characteristics of the speaking activity for each class period and the number of students who could be assessed at one class period, another customized chart form should be developed. Other issues for further investigation and examination were suggested in the last part of the study.

체화된 인지 기반 영어 어휘 학습 활동이 초등학생의 어휘 학습과 정의적 영역에 미치는 영향

김민제(Minje Kim),심규남(Kyunam Shim),민덕기(Deokgi Min) 한국초등영어교육학회 2024 초등영어교육 Vol.30 No.2

This study aims to analyze the effects of embodied cognition-based English vocabulary learning activities on primary school students' vocabulary learning and affective domain. The study utilized ChatGPT for creating vocabulary lists, developing embodied cognition-based vocabulary learning activities, and implementing a checklist to assess the level of embodied cognition-based learning activities across four lessons. Immediate assessments of vocabulary were conducted after the activities, with a rearrangement of items for the delayed assessment one week later. The findings of the study can be summarized as follows: First, embodied cognition-based vocabulary learning activities can positively affect primary students' vocabulary learning, especially as the level of embodied cognition increases. Second, the effect of embodied cognition-based vocabulary learning activities on vocabulary learning can vary depending on the type of vocabulary being learned. Third, the effect of embodied cognition-based vocabulary learning activities on receptive, productive knowledge, and confidence can vary. Fourth, the higher the level of embodied cognition in vocabulary learning activities, the more interested students are in participating.

AI 펭톡 연계 초등영어 수업과 평가의 설계와 적용에 관한 연구

김민제(MinJe Kim),심규남(KyuNam Shim),민덕기(DeokGi Min) 한국영어평가학회 2023 영어평가 Vol.18 No.2

This study aims to incorporate spaced practice activities into an elementary English teaching model using AI Pengtalk, analyze its learning effects, and visualize learning experience data. For this purpose, a spaced practice using AI Pengtalk was conducted over five lessons with temporal intervals aimed at sixth-grade elementary students. Each lesson consisted of six periods, and during six periods, the spaced practice was conducted three times, with the intervals set at one day, three days, and eight days, progressively widening the temporal gaps from one day to four days for each session. The results show that positive effects were observed across all students regardless of their achievement levels, and it was particularly effective for students with lower achievement levels. It is also shown that data visualization using the AI Pengtalk’s assessment data can be effectively used for instructional guidance, such as determining the need for supplementary pronunciation teaching. Moreover, students positively perceived the learning facilitated by AI Pengtalk and acknowledged the usefulness of spaced practice. However, to obtain meaningful learning and assessment data, it is necessary to create optimized conditions that consider the environmental factors within the classroom to reduce the voice recognition errors of AI Pengtalk.

사고기능 과업을 활용한 초등영어 수업 모형의 적용과 분석

송은주(Song, EunJoo),심규남(Shim, KyuNam) 한국초등영어교육학회 2021 초등영어교육 Vol.27 No.3

This study aims to put a working model using tasks to develop thinking skills into primary school English classes and to examine how this can be carried out. This study also aims to explore how primary school students perceive what they have done concerning the application of tasks for thinking skills in their English class. To conduct the research, a teaching model of English mediated by tasks for thinking skills was adapted from the previous research (Shim, 2019). Considering the school curriculum, teaching schedule, and the analysis of the textbook activities which the students use, four task types of thinking skills were selected. Also, a meta-cognition questionnaire was developed to obtain the data regarding what and how the participants did while addressing the tasks. While another meta-cognitive dialogue was constructed to gain in-depth qualitative data from 8 students. According to the results of the study, the teaching model operated as expected. Most students completed all the proposed tasks and replied that the tasks were considerably easy and practicable in their English class. They also believed that tasks for thinking skills might have a positive effect on their interest and confidence in their English learning; the tasks led the students to improve their meta-cognitive strategies. Some recommendations are put forward in the last part of the study.

Robotic Herding of a Flock of Birds Using an Unmanned Aerial Vehicle

Paranjape, Aditya A.,Chung, Soon-Jo,Kim, Kyunam,Shim, David Hyunchul IEEE 2018 IEEE TRANSACTIONS ON ROBOTICS Vol.34 No.4

<P>In this paper, we derive an algorithm for enabling a single robotic unmanned aerial vehicle to herd a flock of birds away from a designated volume of space, such as the air space around an airport. The herding algorithm, referred to as the <TEX>$m$</TEX>-waypoint algorithm, is designed using a dynamic model of bird flocking based on Reynolds’ rules. We derive bounds on its performance using a combination of reduced-order modeling of the flock's motion, heuristics, and rigorous analysis. A unique contribution of the paper is the experimental demonstration of several facets of the herding algorithm on flocks of live birds reacting to a robotic pursuer. The experiments allow us to estimate several parameters of the flocking model, and especially the interaction between the pursuer and the flock. The herding algorithm is also demonstrated using numerical simulations.</P>