The study is aimed at investigating the impact of self- and peer-assessment on students’ teacher efficacy and satisfaction in lesson planning at a university foreign language pedagogy course. Four self- and peer-assessment sessions for developing pedagogically sound lesson plans were held for 7 weeks. Nineteen students participated in the study. A student questionnaire was collected to see if self- and peer-assessment affected students’ teacher efficacy twice in weeks 1 and 7. In addition, in-depth interviews were conducted to understand students’ perceptions of self- and peer-assessment in terms of its benefits and room for improvement. The research revealed the findings as follows. Firstly, there was a statistically significant impact of self- and peer-assessment of lesson plans on both domains of teacher-efficacy: personal teaching efficacy and teaching outcome expectancy. Secondly, students found self- and peer-assessment satisfactory and useful when building lesson plans. Thirdly, themes for benefits of self- and peer-assessment were ‘objective perspective,’ ‘heightened insight,’ and ‘reflective thinking.’ Lastly, two themes for room for improvement in peer-assessment were ‘offering positive feedback’ and ‘working on the same period.’

현상학 연구는 질적 연구방법 중에서도 현상의 이면을 밝혀 그 본질을 도출하는 방법론이다. 이런 본래 의 현상학적 연구의 취지를 살려 연구의 성격에 맞춰 현상의 본질을 드러낼 수 있는 다양한 현상학적 방법 론이 적용될 필요가 있다. 하지만 현상학적 방법론은 현실적으로 지오르지(Giorgi)와 반마넨(Van Manen) 의 방법론에 치우쳐 있는 실정이다. 이런 문제의식을 바탕으로 본 연구자는 청소년의 학교폭력 경험에 적용 한 현상학적 자기평가방법의 분석방법을 고찰했다. 이 방법론은 환원과정이 4단계로 구체적이어서 현상학 의 본래 취지인 본질에 도달하는데 적합하다고 생각한다. 구체적으로 학교폭력 피해학생의 심층인터뷰를 활용해 현상학적 자기평가방법의 환원과정을 이 연구에서 보여주었다. 이 현상학적 자기평가방법은 사회복 지학이나 사회학에서 다루는 현상의 본질을 파악하기에 적합한 연구방법이라 할 수 있다.

Abstract Purpose : To determine the perceptions of soft contact lens wearers regarding contact lens wear and care, and their knowledge of adverse effects of contact lens wear by self-assessment. Methods : An online survey using smartphone was conducted by Naver and Google questionnaires among university students who have experience wearing soft contact lenses. Results : Two hundred twenty-eight soft lens wearers were participated in the study. The average age was 20.9±1.7 years (female 72.8%; male 27.2%) were university students. Approximately 25.4% of respondents did not receive training and practices for safe soft lens wear and 14.1% evaluated themselves as poor at wearing and caring for soft lenses. The most uncomfortable symptom of soft lens wear was dryness at 76.3%, and 36.0% experienced soft lens-related adverse events. The higher type of adverse event was conjunctivitis, and the most common self-reported cause of contact lens-related adverse events was improper lens care and non-compliance to lens wear regimens. Conclusion : Based on the self-assessment of soft lens care that resulted from this survey, we believe that a more proactive approach to intervention by contact lens practitioners is still needed to prevent the risk of adverse events and improve soft lens wearer behavior. Key words : Compliance, Contact lens-related adverse events, Self-assessment, Soft contact lens Authors ORCID:†

The study is aimed at exploring impacts of self-assessment on students’ self-regulated learning and satisfaction at a university setting. Twenty-one students taking a foreign language pedagogy course participated in the study. Weekly self-assessment was assigned for 8 weeks to see if it improved students’ self-regulated learning. Student questionnaire was collected twice on the 7th and the 15th week; in addition, in-depth interviews were conducted to gather students’ perceptions of self-assessment in terms of its benefits and drawbacks. Findings based on quantitative and qualitative analysis are as follows. Firstly, significant positive impacts of self-assessment were found in all three domains of self-regulated learning: cognitive, motivational, and behavioral. Secondly, students found self-assessment overall satisfactory and useful in their studies. In-depth interviews further revealed that self-assessment helped to regulate their study behaviors effectively, which, in turn, led to a better understanding of the subject matter and greater participation in class activities. At the same time, however, some students expressed some burden as a drawback of self-assessment. Pedagogical implications and research suggestions for future study were discussed.

목적 : 연구의 목적은 국내 작업치료사들을 대상으로 임상적 추론에 대한 자기 평가를 알아보는 것이었다. 연구방법 : 본 연구는 단면적 설문조사 연구로 전국의 143명의 작업치료사를 대상으로 하였다. 설문지는 일반적 특성, 임상적 추론 시행 여부로 구성되었고, 임상적 반영과 추론에 관한 자기 평가(Self-Assessment of Clinical Reflection and Reasoning; SACRR)을 실시하였다. SACRR은 번역·역번역 및 내용타당도 검증의 과정을 거쳤다. 조사기간은 2019년 1월부터 2월까지이었고 자료 분석은 SPSS 20.0으로 기술통계를 실시하 였다. 결과 : 임상적 추론을 사용하고 있다고 응답한 대상자는 39.2%이었고, 사용하지 않는다고 응답한 대상자 는 20.3%이었다. 임상적 추론을 사용하지 않는 이유로는 ‘시행하는 방법을 알지 못해서’, 시간적 제약과 지식 부족이 있었다. SACRR 평가 결과, 작업치료사들은 클라이언트의 가족, 동료 등의 관점, 치료사로 서의 경험을 중요하게 생각하는 것으로 나타났고, 이론을 찾아보고 적용하는 것을 어려워하는 것으로 나 타났다. 결론 : 작업치료사의 임상적 추론 강화를 위한 교육을 마련해야 하고, 임상적 추론의 적용을 중요하게 생 각하는 임상 환경조성이 필요하다.

This study investigated the effects of self and peer evaluations and learners’ involvement on the development of assessment criteria in higher education English literature classes. A total of 40 college students participated in the study, extracting five main criteria with 10 sub-standards to assess their group assignments and conduct self- and peer evaluation on their presentations. The results of the learners’ selfand peer assessments were compared with instructor’s assessments and their final grades using one-way ANOVA and correlation analysis. The study also examined the correlation among the assessment criteria to find which factors affected learning outcomes. The study concluded that their participation in the development of assessment criteria positively, affected their critical thinking ability and the selection of subjects for the group presentations. Logicality of writing also affected the outcomes of final assessments. The study concluded that self- and peer assessments can be highly effective in learning processes when learners actively participate in setting the assessment criteria.

In the era of the 4th industrial revolution, creativity plays a pivotal role in the competitiveness of a country. The importance of creativity education therefore cannot be overemphasized. The purpose of this study is to examine the effects of discussion-based English reading and writing activities on Korean high school students' creativity, English writing, and self-assessed creative thinking. The participants were 45 high school students in Seoul, Korea. They were divided into two groups: the discussion-based English reading and writing group (n=24) and the traditional English instruction group (n=21). The experiment was administered during two semesters of the 2017 academic year. The major findings are as follows: First, the experimental group showed significant improvement on the creativity test, especially in the areas of fluency, flexibility, and original thinking. Second, the experimental group outperformed the control group on the writing test. Third, the experimental group showed positive changes in their self-assessed flexible thinking, convergent thinking, and intrinsic motivation. All of these indicate the beneficial effects of the discussion-based English reading and writing activities. Based on the results, some pedagogical suggestions were made for the effective integration of creativity education into the teaching of English as a foreign language.

The present study attempts to provide empirical and qualitative evidence to support the feasibility of rubric-referenced self-assessment to promote learning in a Korean high school EFL context. Over four rubric-referenced self-assessment lessons, with the help of a teacher’s instructions, students wrote a first draft and assessed it using a scoring rubric. Drawing on this self-assessment, they wrote a second draft, also followed by a self-assessment as well as a self-assessment diary. As quantitative data, the scores of the first draft of the first class were compared with those of the second draft of the fourth class. Survey questionnaires, interviews, self-assessment diaries, and essay self-assessments served as qualitative data. The findings are, first, rubric-referenced self-assessment showed positive effects on students’ writing quality. Second, students came to perceive the effectiveness of rubric-referenced self-assessment. Lastly, rubric-referenced self-assessment positively influenced students’ learning strategies and attitudes. These results imply that rubric-referenced self-assessment promotes learning in a Korean high school EFL context, leading students to become self-regulated learners that take responsibility for their own learning.

In spite of the benefits of English oral presentations on EFL learners' proficiency and competence, English presentations have not obtained much attention as instructional medium in the field of English education. With the belief that EFL learners' experience of English presentation performance can provide valuable insights for educators and researchers, this study intended to describe how EFL learners perceive their presentation performance through their reflective self-assessment. In particular, adopting Otoshi and Heffernen's (2008) rubric of evaluation, this study examined what a group of Korean EFL learners were concerned in regard to their presentation performances and how they evaluated them. The data collected were 41 reflective self-assessment papers written by 41 Korean college students. The papers were coded, categorized and interpreted. Findings showed that voice quality is the area the students in this paper were most concerned about. Negative evaluations of their presentation performance outweighed the positive evaluations except in the area of Power Point use. Lastly, rehearsal and visual aids education sessions as well as differentiating spoken and written English were suggested as instruction implications for educators.

Purpose: The purpose of this study was to examine the effects of simulation-based training applying situation-background-assessment-recommendation on self- efficacy and communication skills in new nurses. Method: This study applied a one group pretest-posttest design, with 88 new nurses in a general hospital in S city, Korea. Data were collected from March to November 2017. The participants completed their simulation education program in 4 weeks. Data were analyzed using paired t-test with SPSS program. Results: After SBAR simulation education, self- efficacy (t=-2.40, p=.014) and communication skills (t=-5.24, p<.001) significantly improved. Conclusion: This suggests that simulation-based training applying SBAR, improved self- efficacy and communication skills in new nurses.

목적 : 본 연구는 가정안전 자가 평가도구(Home Safety Self-Assessment Tool: HSSAT)를 번안 후 신뢰도와 타당도를 검증하기 위함에 있다. 연구방법 : HSSAT의 번안을 위하여 번역과 역 번역의 과정을 실시하여 한국어판 가정안전 자가 평가도구 (Korean-translated Version of Home Safety Self-Assessment Tool; K-HSSAT)를 완성하였다. 그 후 내용타당도와 수렴타당도 검증을 실시하였다. 신뢰도 검증을 위하여 내적일치도와 검사-재검사간 신뢰도, 검사자간 신뢰도 검증을 실시하였다. 10명에게 해결책을 적용한 전·후 비교를 실시하였다. 결과 : K-HSSAT의 내용타당도 지수는 .94로 높게 나타나 내용타당도를 수립하였다. 수렴타당도 검증 결 과 K-HSSAT의 총점과 주거환경 위험평가(Checklist for Home Fall Hazard; CHFH)의 각 영역 간 상관계수는 .23~.52의 범위를 보였고 CHFH의 총 4개 영역 모두 의미 있는 양의 상관관계를 보였다 (p<.01). K-HSSAT의 내적일치도 Cronhach's α값은 .89를 나타내었다. 검사-재검사 신뢰도 검증 결 과 9가지 영역 모두 통계적으로 유의미한 상관관계를 나타내었다(p<.01)(p<.05). 검사자간 신뢰도 검증 결과 9가지 영역 모두 통계적으로 유의미한 상관관계를 나타내었다(p<.01). K-HSSAT의 해결책을 제 시하고 전·후 비교한 결과 적용 전 17.40±4.55, 적용 후 12.70±3.26로 통계적으로 유의한 차이를 보였다(p<.01). 결론 : 한국어판 가정안전 자가 평가도구(K-HSSAT)의 타당도와 신뢰도를 검증하였고 가정 낙상환경위 험 평가와 환경적 중재를 위한 다양성을 갖춘 도구임이 입증되었다.

Purpose: This study aimed to compare students’ and examiner’s assessment scores of students’ simulated performance. Methods: For two years, 46 teams of 183 senior nursing students participated in simulated emergency. The examiner assessed the students’ reactions during simulation using the Nursing Competency Scale in Simulation (NCSS). The students assessed their own performance using the same scale after participating in the simulation. Data were analyzed using descriptive statistics, a paired t-test, a one-way ANOVA, a Kruskal-Wallis test, an independent t-test, and a Mann-Whitney U test. Results: The students’ NCSS scores were significantly higher than those of the examiner. The difference of students’ self-rated and examiner’ scores was larger in the lower third group of actual NCSS scores as compared to the difference for those in the upper third group. The students’ self-assessment accuracy improved after exposure to the NCSS, but the change was not significant. Conclusion: The findings can be suggest various strategies to promote more realistic self-appraisals among students.

The purpose of this study is to explore changes in university students’ self-directed learning attitude through the implementation of self-assessment in a classroom setting. The current study adopted Guglielmino’s (1977) characteristics to investigate changes in students’ self-directed learning attitude over time: self-directedness, responsibility, creativity, and problem-solving. A class of 24 students enrolled in Current English Practice was observed for 15 weeks, where four self-assessment sessions were administered. After mid-term exam, a questionnaire was conducted to find out whether self-assessment helped students with their self-directed learning attitude. Additionally, in-depth interviews were conducted with four students of a group regarding possible changes in self-directed learning attitude through self-assessment in the course of time. The findings are as follows. First, the results of the survey indicated that students felt positive changes in those four characteristics of self-directed learning attitude by the implementation of self-assessment in the classroom. Second, the analysis of in-depth interviews supported the findings of the questionnaire that self-assessment provided students with opportunities to strengthen their self-directed learning attitude. However, there is a research limitation that the impact of self-assessment cannot be singled out because of the flipped learning method in class.

There is a general consensus in the literature that impulse buying is normatively wrong, but accounts for a substantial volume of the goods sold every year across the broad range of product categories, including fashion products. Research revealed that young consumers particularly contributed greatly to the increase of impulse buying. While lack of self-control has been found strongly associated with the unplanned nature of impulse buying, with an environment of abundance and consumerism, self-indulgence, rather than lack of self-control, may become a more important driver for impulse buying for modern consumers (Sharma, Sivakumaran, & Marshall, 2011). Therefore, the purpose of this study is to investigate how self-indulgence influences young consumers’ impulse buying and the post purchase consumer regret. This study also aims to test the role of fashion consciousness in the relationship between young consumers’ self-indulgence and impulse buying for fashion products. Self-indulgence is considered a hedonistic tendency, which includes enjoying spending money on oneself, buying things for one’s own pleasure, and trying to enjoy life (Sharma, Sivakumaran, & Marshall, 2011). It was recognized as one of the two opposing cognitive forces leading to impulse behavior (Miao, 2011). While the impulse to purchase is comprised of anticipated pleasures and immediate gratification (Rook, 1987), ironically, consumer regret is one of the major emotional consequences associated with impulse buying. There are two types of consumer regret: cognitive dissonance, resulted from an immediate post-purchase comparison of what was purchased versus the other available alternatives, and consumer guilt, related specifically to the consumption decision situations. Literature suggested that individuals show interest in fashion products with the belief that fashion products will contribute to their appearance, image, and/or bring enjoyment to their life (Workman & Kidd, 2000). In that same token, an individual with high self-indulgence tendency is more likely to show interest in fashion in hopes of identifying fashion items for indulgence purpose. Moreover, this indulgence motivated fashion consciousness will more likely lead to high impulse buying for fashion products. Based on the literature, hypotheses were developed for this study as represented in the following figure. Data was collected using a survey of college students majored in textile/fashion management at a large southeast university in the USA. A total of 190 surveys were distributed and returned. The majority of the subjects were females (73.7%), white (74.7%), and held part-time work (56.7%). Existing scales were adopted to measure self-indulgence (Sharma, Sivakumaran, & Marshall, 2011) and fashion consciousness (Bruner & Hensel, 1998). Impulse buying behavior and post-purchase regret were measured by asking subjects to retroactively recall their shopping trips for fashion products during the past three months. A group of items developed by the researchers were used to measure both the impulse buying behavior and consumer regret. A Confirmatory Factor Analysis (CFA) was first employed to assess the psychometric properties of the constructs. Overall, the fit indices of the measurement model were acceptable (NFI=0.86, IFI=0.935, RMSEA=0.066, CMIN/DF=1.7). A Structural Equation Modeling (SEM) was conducted to test the relationship proposed in the hypotheses. To test the mediating effect of fashion consciousness on the relationship between self-indulgence and impulse buying behaviors, a bootstrapping bias-corrected confidence interval procedure was conducted. Overall, the fit indices of the SEM model were acceptable (CMN/df=1.338, NFI=0.90, IFI=0.97, RMSEA=0.044). The SEM results suggested that self-indulgence had a significant influence on impulse buying for fashion products directly and indirectly via fashion consciousness. The impulse purchase behavior had a positive influence on the consumers’ feeling of guilt for the impulse purchase behavior, while no significant influence was found on cognitive dissonance. This research makes several contributions to the literature of impulse buying. First, the study suggests that consumers’ self-indulgence exerts significant direct and indirect influences on consumers’ impulse buying for fashion products. This result may provide an explanation to the phenomenon of increasing impulse buying behavior in the marketplace, even though it is widely considered as a “misbehavior”. Secondly, this study suggests a significant mediating role of fashion consciousness in the relationship between self-indulgence on consumers’ impulse buying for fashion products. The abundance of fashion products in the market and the appreciation of the social and affective function of fashion products contribute to the chain effect from self-indulgence to fashion consciousness and finally to impulse purchase for fashion products. Third, this study confirms the negative guilt feeling resulted from the impulse buying behavior.

The usefulness of self-assessment for evaluation purposes has been controversial among language testers and teachers, pointing to the long-held psychometric concerns of its low-leveled reliability for assessment. This study aimed at exploring the possibility of enhancing the reliability of self-assessment used in a college English classroom (n=32) by diagnosing a cause of deteriorating the reliability quality of self-assessment and seeking measures to offset the negative factor for future use. In order to achieve the goals of the study, internal consistency reliabilities were obtained before and after an improvement was made in the self-assessment. Students’ feedback on the self-assessment was sought through a focus-group interview. Next, a multiple regression analysis was conducted to see if self-assessment can be a significant predictor in students’ final grades in the course. The independent variables used for this study were final exam, midterm exam, and five self-assessments. The results of the analyses are as follows: 1) from the focus-group interview on the 6th week of semester, a subjectivity problem of self-assessments was found and a new set of items in a quiz format were added for its modified version, 2) Cronbach’s α’s of self-assessments have drastically gone up from its original ones (.514-.546) to modified ones (.614-.850), and 3) four variables were included in the final model predicting students’ final grades: final exam, midterm exam, third and second self-assessments. Based on the findings, a new perspective on reliability issues in self-assessment was proposed.

The flushing is important to maintain good water quality in water main. It is a technique of using water velocity to remove sediments in water distribution system. The variety of water quality problems can occur in a distribution system, so too can a variety of benefits be gained by system flushing. In order to effectively perform the flushing, the contaminants to be removed to set up and it can be solved, it is necessary to ensure the proper flow rate. In this study, the removal of contaminants present in the inner water pipe attached loose deposits such as fine particles of granular activated carbon, sand and iron corrosion product sought to derive flow rates. Thus, the constant observation of using pilot plant scale water distribution plant for the movement of floating characteristics of particles were assessed.

목적: 본 연구는 Anaglyph방식의 3D 입체영상물 시청 전·후에 나타나는 입체시와 사위 및 자각증상을 평가하고자 하였다. 방법: 일부대학 재학생 56명을 대상으로 입체시검사결과에 따라 입체시 안정그룹 A군과 입체시 불안정 그룹 B군으로 나누었다. 30분 동안 적록안경방식의 Anaglyph방식의 3D입체영상 시청 전·후 입체시를 평 가하였다. 사위는 von Graefe 기법을 측정하였고, 입체시는 Titmus fly 검사를 이용하였다. 결과: 난시는 안정그룹(평균±표준편차: 0.52±0.40)보다 불안정그룹(평균±표준편차: -1.05±0.73) 이 높은 난시도를 가지고 있는 것으로 나타났다(p < 0.005). 눈의 편위는 외사위가 안정그룹(36%)에 비해 불 안정그룹에서 (64%)에서 유의하게 높은 분포를 보였다(p < 0.01). 3D영상 시청과 관련하여 불안정그룹의 입 체시각이 113.6초에서 10.3.2초로 떨어짐으로써 시청전보다 시청후의 입체시 능력이 유의하게 향상되는 것으로 나타났다(p < 0.05). 시각적 증상과 비시각적 증상에서는 안정그룹과 불안정그룹 모두 비슷한 증상을 보여 유의한 차이를 보이지 않았다. 결론: 본 연구결과를 통해, Anaglyph방식의 3D 입체영상물 시청 후 입체시 능력이 어려운 사람일수록 난시도수가 높고 외사위 경향이 있음을 알 수 있었다.

This study focuses itself on designing a guide for workplace self-directed lifelong learning and assessment in distance learning. The areas the guide is designed on are: ①diagnosing learners’ needs, ②formulating self-learning goals, ③identifying human and material resources, ④selecting and implementing appropriate SDL strategies and ⑤evaluating own performance. The five instruments comprise a comprehensive qualification framework where each of the five is placed under the circular relationship nexus so that upward and downward interplay among each element works functionally. Task of designing a guide for workplace self-directed lifelong learning and assessment in distance learning is suggested to be a 21c challenge each nation faces in knowledge-based digital and globalization era.

자가통제평가(CSA : Control Self Assessment)는 핵심사업 목적을 달성하는데 개입되는 위험 그리고 그러한 사업위험을 관리하기 위하여 설계된 내부통제를 공식적이고 문서화된 협력적 프로세스에 의하여 검토하기 위하여 사용되는 방법론이다. 현재 많은 기업에서 효과적인 조직통제와 비즈니스 프로세스 개선을 위하여 전문 감사인과 경영인들이 기업지배구조 조직의 강력한 위험관리 도구로서 자가통제평가의 필요성을 강조하고 있다. 자가통제평가는 해당 조직