This study compares AI PengTalk’s assessments of Korean children’s pronunciation with the assessments of Korean teachers. Sixty Korean sixth-graders participated as assessees, and four Korean elementary teachers participated as assessors. Both PengTalk and the teachers rated the children’s production of 10 English sentences on a five-point scale. They focused on segmentals, stress-rhythm, intonation, and speech rate. The findings were as follows: Firstly, PengTalk evaluated the children’s pronunciation in the four elements significantly lower than the teachers across all English proficiency levels. Secondly, teachers’ ratings of the students aligned more closely with their pre-evaluated English proficiency levels than the AI PengTalk’s assessments. The teachers rated students at the upper level significantly higher than those at the intermediate level, who were, in turn, assessed significantly higher than those at the lower level in all four elements. Furthermore, AI PengTalk and the teachers differed in the mean order of the four elements, particularly in segmentals. Based on the results of this study, suggestions were made for the development and implementation of AI-based English programs.

As earthquakes have increased in Korea recently, people are paying attention to the seismic performance of buildings built in the past. Many school buildings in Korea were built based on standard drawings before the seismic design was applied. However, since school buildings are often designated as emergency evacuation facilities in case of disasters such as earthquakes, seismic evaluation and retrofit must be done quickly. This study investigated the failure modes among structural components (beams, columns, and joints), focusing on 1980s standard drawings for school buildings. The effects of column axial force, partial masonry infills, and different material strengths for concrete and rebar were considered for detailed evaluation. As a result, most of the joints were found to be the weakest among structural components. Column axial forces tended to make the joints more vulnerable, and partial masonry infills increased the possibility of joint failure and shear failure in columns.

본 연구의 목적은 예비 지구과학교사들이 학생에 의해 구성된 기후변화 모델을 평가하는 기준을 탐색하는 것이 다. 대도시 소재 대학 지구과학교육과 전공 수업에서 3주간 모델링 기반 과학 학습에 대한 강의를 수강한 예비 지구과 학교사 25명이 연구에 참여하였다. 예비 지구과학교사들이 작성한 고등학생들이 구성한 7개의 기후변화 모델을 평가하 는 보고서와 사후 인터뷰 자료를 수집하여 기후변화 모델 평가 기준을 귀납적으로 범주화하였다. 연구 결과 예비 지구 과학교사들이 기후변화 모델을 평가할 때 다양한 인식론적 기준과 의사소통 기준을 동원하였음을 확인하였다. 연구 결 과를 바탕으로 모델링 기반 기후변화 학습에 대한 시사점을 도출하였다.

본 연구는 국내 대학의 중국어-한국어 탄뎀수업에서 학습자주도 평가 방법으로 동료평가 를 도입하여 이에 대한 학업성취도와 학습자의 정의적 태도에 미치는 영향을 분석하고, 동료 평가와 교사평가와의 일치도를 알아보고자 한다. 연구 대상은 부산 지역 대학의 2학년 중국 어-한국어 탄뎀수업 수강자 224명으로 학생들은 동료평가와 교사평가를 실시한 실험반과 교 사평가를 실시한 통제반으로 나누어 한 학기 동안의 탄뎀 학습과 3차례의 평가 활동을 하였 다. 그 결과 첫째, 실험반, 통제반 모두 학업성취도에서 긍정적인 효과가 보였다. 둘째, 학습 태도 변화에서는 실험반에서 유의미한 효과가 있는 것으로 나타났으며, 마지막으로 동료평가 와 교사평가 사이의 일치도는 비교적 높게 나타났다. 이는 동료평가방법이 신뢰할 수 있는 평가방법이자 탄뎀수업에서 충분히 활용가능성 있음을 보여주고 있으며, 학습 효과도 긍정적 임을 증명한다.

This study was designed to develop a scale to measure primary school English teachers’ professionalism based on affective factors. The Swailes' (2003) scale was used to best reflect the local context where teachers in primary schools teach English to young learners. Three surveys were sent to a total of 1,008 primary school English teachers. Three different focus groups were used to refine the survey items in the modification process from the first to the third survey. The data were analyzed using exploratory factor and confirmatory factor analysis. These results showed the validity of fifteen items for investigating primary English teachers’ professionalism: four items related to 'professional commitment', three related to 'professional autonomy', three items related to professional belief in public service, three items to profession as referent, and two items to professional regulation. It is hoped that the scale items developed in this study can be used to identify the standard of professionalism of primary English teachers and provide policy makers or school decision makers with data that can be used to enhance professionalism within the community of primary English teachers.

Shin Ho-cheol, 2014. The basic research for making criterion proposal to public rehearsal of teaching Verbal & Behavior in Korean Subject. The Sociolinguistic Journal of Korea 22(1). This study has a character of basic research to prepare for an appraisal standard plan of a verbal elements and an behavior elements at the time when prospective teachers accomplishes a public rehearsal of teaching in Korean Subject. The public rehearsal of teaching evaluation was evaluated by an evaluator's personal educational experience and subjective judgment until now. Therefore, it is necessary acutely the objective standard in a public rehearsal of teaching in Korean Subject. I have extracted verbal elements and behavior elements in quantitative, objective evaluation standard plan of a public rehearsal of teaching in Korean Subject in this fundamental research. I have photographed a class preview animation of 20 prospective teachers with this purpose and I have analyzed this and extracted a verbal elements and behavior elements. It passes by inspection work and unifiable classification work of an expert for a detailed evaluation element of these 55.

This study investigates secondary school English teachers’ perceptions and psychological burdens involved in the implementation of the speaking and writing tests of the National English Ability Test, which is being developed by the Korean Ministry of Education, Science and Technology. The study surveyed 138 secondary school English teachers in Seoul. Although more than half of the teachers were aware of the new test, 18% of the surveyed teachers were not aware of the fact that speaking and writing skills would be assessed in the new test. Also, 22.7% of the teachers were opposed to the productive skills test. More than half (56.2%) of the teachers felt some psychological burdens toward the inclusion of the speaking/writing tests. Although the teachers admitted that serving as raters for the new test would help improve their teaching, the majority of them were reluctant to participate in the actual rating process. The teachers felt that the difficulty of subjective rating and the lack of time for the speaking and writing tests were serious problems in implementing the new test. The teachers were sensitive toward the students’ test anxiety. They also indicated that they feel a strong psychological burden when making judgments on the students' performances. Implications and suggestions are made based on the findings.

This study aims to suggest the basic data for PAPS whose operation is at an early stage to gain ef fectiveness in school scene by analyzing the elementary teachers' recognitions about 5 components of PAPS operation - measurement, assessment, treatment, ap

The principal objective of this study was to evaluate the perceived management performance and importance level of nutrition teachers by school administrators in the Chonbuk area. Self-administered questionnaires were collected from 142 school administrators. Statistical data analysis was completed using SPSS v. 12.0. Approximately 74.6% of the subjects were men. About 37% of subjects were principals, 33% were vice principals, and 35% were administrative directors, with over 60% aged 40-50 years(p<0.05). Among the 142 schools evaluated, 82.7% were located in urban areas and 17.3% were in ml areas. About 98% of the schools served meals in the dining room(pd0.05). Approximately 68% of the schools employed nutrition teachers and 33.4% had school dietitians(p<0.001). The result indicated that the overall importance level(4.24) was higher than the performance leve1(3.97)(p<0.001). In a survey of the degree of task performance by nutrition teachers, administrators regarded sanitation management was evaluated as the most important performance parameter(4.49), other management attributes as very important parameters(4.41), with nutrition counseling being much less important(2.76) and meal service being least important(3.29; except for classroom teachers). According to the tide of the subjects, evaluations of administrative directors were lower than evaluations of principals and the vice principals. The results indicate that nutrition teachers should not only have meal service management as their main duty, but should also be involved in constructing a life-long health management system for students and teachers by conducting nutrition education and counseling, and should be active in the development of nutrition education programs and in the duties of sanitation management of school meals.

The present evaluation research was conducted to provide program decision makers with judgements about the intensive in-service teacher training (INSET) program"s worth or merits in relation to important criteria. It also purports to provide program staffs with useful information in improving their INSET programs. Setting boundaries and analyzing the context were followed by the procedure of identifying and selecting the evaluation questions and criteria. The overview of recent developments in English language teacher training provided the underlying principle for setting the criteria for evaluation. The criteria were used to describe the characteristics of a successful language teacher training program or implementation. They included features such as goals, curriculum, personnel, and support. Using the specified checklist, evaluation was carried out on the current intensive English language teacher training courses. Information on each area of the checklist was collected from available sources, analyzed and interpreted qualitatively as well as quantitatively. From the findings of the present evaluation study, some implications are drawn for making policies on INSET, for improving the teacher training programs under investigation, and for establishing and operating similar INSET programs.

The present study aims to develop a web-based model for English teacher evaluation, which purports to encourage a teacher to get actively involved in his or her own professional development through critical reflection upon teaching. The evaluation model using portfolio is based on the assumption that the teacher should play a key role in the evaluation process in order to bring about change in teaching. Another theoretical premise of the model is that data on teaching should be gathered from multiple sources such as observation, student performance and self-appraisal. The web-based model encourages stakeholders, e.g., administrators, headteachers, parents, to take part in the evaluation process. The model reflects the findings of a questionnaire survey on teachers’ perceptions on teacher evaluation and their needs. It is suggested that a number of factors related to administration, technology and content should be considered for the effective application of the model. Some suggestions are also made concerning evaluator training, time constraints, institutional support, and further research.