Earticle

Purpose: The purpose of this study was to develop a program outcomes assessment system based on Course Embedded Assessment for nursing education. Methods: This study was conducted in accordance with the procedures of the developmental research method. Results: The major results are as follows. 1) The program outcomes were measured according to the Analytic Hierarchy Process. 2) The Course Embedded Assessment matrix was made according to program outcomes' weight, the curriculum-organizing principle, and achievement levels. 3) The Course Embedded Assessment rubric was developed in logical process, and consisted of a performance criterion, and rating scale. The content validity index of the Course Embedded Assessment rubric was 0.85. 4) An evaluation guideline and 12 documents were developed to facilitate the performance of the assessment system. 5) The average content validity index of the Course Embedded Assessment-based program outcomes assessment system was as high as 0.89. Conclusion: A Course Embedded Assessment-based program outcomes assessment system is more suitable for accreditation of nursing education than previous studies. Because this system evaluates the process of achievement as well as program outcomes, the results can also serve as immediate feedback to improve the educational process. Above all, this system facilitates that students check their achievements and strive to acquire core competencies in nursing.

21세기 지식기반사회로 진입하면서 등장한 역량기반 교육은 교육의 기능과 역할이 지식이나 정보의 전수에서 기존 지식이나 정보를 활용해 새로운 가치를 창출할 수 있는 능력의 배양으로 변화될 필요가 있음을 보여주는 시그널이라고 할 수 있다. 본 연구는 역량기반 교양교육이 실질적으로 이루어지기 위한 조건이 무엇인가 하는 문제의식에서 출발하였으며, 역량기반 교양교육의 측면에서 교과기반 평가, 즉 CEA 모델의 적용 가능성을 모색하는데 목적이 있다. 역량기반 교육과정은 학습자의 역량 형성을 교육의 핵심가치로 설정하여 교육과정을 설계, 운영하고, 설정된 역량에 근거하여 학생들의 성취정도를 평가하여, 결과를 교육과정 개선에 반영하여 교육의 질을 높이려는 시도라고 할 수 있다. 따라서 역량기반 교육과정의 핵심은 교육과정을 구성하고 있는 교과목 단위에서 관련 핵심 역량을 학생들이 어느 정도 성취하고 있는지 평가하여 그 결과를 교육과정의 운영과 개선에 반영하는데 있다. 역량 기반 교육에 대한 비판도 무시할 수는 없으나 역량기반 교육은 실체적 성격을 띠며 중요해지고 있다. 그렇다면 역량 기반 교육의 형식과 내용을 어떻게 채워나갈 것인가 하는 방법론이 중요해진다. 본 연구에서는 교과기반 평가를 역량기반 교양교육을 실행할 수 있는 방법론으로 활용할 수 있다고 보고, 공학교육인증 프로그램의 CEA 모델을 참고하여 CEA에 기초한 역량기반 교양 교과목 수업 운영 모델을 제시하였다. 본 연구는 핵심역량에 기초한 교과목 학습목표 중심의 평가, 즉 CEA에 기초한 역량기반 교양교육 운영 사례(practice)를 제시하는 데 의의를 두고 있다. 본 연구는 역량기반 교과목 운영에 기초한 개선의 사례로서 미국 공학교육인증 프로그램의 교과목 기반 역량평가 소개, 서울소재 S대학에서 2017년 2학기부터 시도한 역량기반 교양 교과목 운영 및 개선 사례를 중심으로 역량 기반 교양 교과목 수업설계, 평가방법, 개선안 도출방안에 대한 소개, CEA 적용 교과목 담당 교수의 인식조사 결과로 구성되어 있다. 마지막으로 대학마다 상황이 다르므로 대학에 맞는 역량 기반 교양 교과목 설계 및 운영 모델을 개발하려는 노력이 필요하다는 전제 하에, CEA에 기초한 역량기반 교양 교육의 실행에서 중요한 요소들을 제언하는 것으로 마무리한다.

Competency-based education has been emphasized since the turn of the 21st century’s knowledge-based society, in which both technological and industrial innovation have accelerated. Changes in the era and social needs have led to inevitable shifts in the direction and content of education. Competency-based education is a signal that shows that the function and role of education also need to be changed. Despite the criticism that it is being developed as a sort of trendy, educational discourse without sufficient reflection, competency-based education is becoming more and more important, in large part due to its substantive character. As a result, the methodology of how to implement the form and the contents of competency-based education becomes important. The competency-based curriculum is the attempt to set the learner's competency development as the core value of education, design and operate the curriculum, evaluate the achievement level of the students based on the set competency, and to improve the overall quality of education. To be sure, there is no curriculum that does not require some improvement or modification. Improvement is based on evaluation. This is why we need to evaluate the operation of any given curriculum. Competency-based assessments in course units serve as a mechanism for continually improving the curriculum. This is why we have course embedded assessments of competencies in competency-based education. This paper presents a practice for operation and improvement of competency-based liberal arts education based on course embedded assessment. This paper is a kind of case study, which will take into account lecture design, the evaluation method, and the improvement plan (CQI) for the evaluation of competency-based liberal arts courses. The contents of this paper are as follows: First, we introduce conceptual models for the operation and improvement of a competency-based liberal arts curriculum, along with the competency-based courses improvement process based on the ADDIE model. Next, evaluation and improvement cases of competency-based courses are introduced. The case study consists of analyzing and designing the operation of the course, analyzing the results of the evaluation, and deriving the improvement plan for the lecture. Finally, this paper concludes with recommendations.

본 연구는 교과기반 프로그램학습성과 평가를 위한 전산시스템 개발 및 적용 사례를 제시하여 프로그램학습성 과 평가의 실효성을 높이기 위한 목적으로 실행되었다. 본 연구는 교과기반 프로그램학습성과 평가를 위한 전산시스 템을 개발하고 개발된 전산시스템 적용사례를 제시하는 방법론적 연구이다. 본 연구의 목적을 달성하기 위해 먼저, 시스템 개발 생명주기에 따라 요구도 조사를 실시한 후 그 결과를 전산시스템 개발에 반영 하였다. 다음으로 개발된 전산시스템을 직접 적용해 본 교수들을 대상으로 평가를 실시하였다. 전산시스템 개발을 통해 졸업시점에 이른 학생 들의 개인별, 성과별 프로그램학습성과가 달성되었는지에 대한 모니터 및 CQI 수행이 용이하게 되었으며, 미달성 프 로그램학습성과 및 학생에 대한 원인분석과 개선방안을 모색하는 것이 가능하게 되었다.

The purpose of this study is to improve the effectiveness of Course Embedded Assessment(CEA) program through the development and application of the Program Outcomes Assessment System. This is a methodological study which is developing the Program Outcomes Assessment System based on Web-based CEA and applying it to assess the achievements of students by professors teaching them The Web-based CEA system has been developed by implementing a software development life cycle. First, a demanded survey was conducted for the system development, and the results were applied for developing the Web-based CEA. The CEA was used for assessing the achievement of students by professors charging them. Finally, another survey was performed to evaluate the effectiveness of the CEA in professors who experimented it. By implementing the Program Outcomes Assessment System, it is possible to monitor the achievement of the program outcomes and CQI of individual students at the time of graduation. Also It makes it possible to check the unaccomplished achievements of students, analyze the causes regarding uncompleted works, and find ways to enhance students to improve their ability.

Purpose: This study aimed to evaluate the program outcome in nursing baccalaureate in Korea. The analysis based on course embedded assessment. The concrete objectives were establishment of program outcome assessment, confirmation of student competency through weighting of program outcomes, and using the results of the evaluation in the circular feedback process in a nursing school in Korea. Methods: This study was conducted with a nursing education curriculum in a Korean nursing school. Data were collected through 28 students’ program outcome measurement from January 2013 to December 2014. Data were analyzed using a pairwise comparison method and analytic hierarchy process. Results: There were 1 to 3 direct and indirect assessment tools and for each program outcomes and each tool had measurable rubrics. There were 1 to 3 direct assessment tools for each program outcome, and each tool had measurable rubrics. This model derived rank of program outcomes from "care integration" to "global perception" through weight calculation. All direct assessment results were over 70%. The indirect assessment results were over the cutoff except for program outcomes 4 and 7. Conclusion: Each step of course embedded assessment was adaptive in nursing program outcome measure. The achievement of learning outcome provided reasonable tools for faculty and students.

본 연구는 간호관리학 교과목 학습성과 평가에 CEA(Course embedded assessment)을 적용하기 위한 문헌연구로 시행하였다. 선행연구과 미국대학평가사무국의 자료를 통해 CEA의 개념, 장․단점, 단계, 적용 시 주의사항 등을 고찰하였으며, 이를 근거로 간호관리학 교과목 학습성과 평가체계에 적합한 CEA모형과 세부지침을 제시하였다. 이를 근거로 간호관리학 교과목 학습성과 평가를 위한 CEA 평가체계와 세부지침을 제시하였다. 결론적으로 CEA 단계별 간호관리학 교과목 학습성과 평가체계를 구축한다면 일관성 있는 간호관리학 교과목 학습성과 평가체계를 통해 간호관리역량 향상과 지속적인 간호관리학 교과목 학습성과 질적개선에 기여할 것으로 사료된다.

The purse of this study was to suggest possibility of adaptation of course embedded assessment for course outcome in nursing management through literature review. The course outcome in nursing management through literature & Office of Assessment web site reference review on concept, advantage, disadvantage, process, measure, tool and precaution. This study was confirmed by the Nursing Management subjects the possibility of learning outcomes assessment in the CEA program evaluation system. In conclusion, if you build a Nursing Management course learning outcomes assessment system is believed to contribute to the consistent quality of nursing education and continuing education courses to evaluate for improvement in nursing management capabilities.

이 연구는 '코스 임베디드 평가'의 개념, 효과, 적용방법 및 실제 적용된 사례를 살펴봄으로써 공학교육 분야에의 적용 가능성을 제안하기 위하여 수행되었다. 이를 위해 코스 임베디드 평가를 주요어(key word)로 하여 이의 개념, 효과, 적용 방법 및 적용 사례를 중심으로 한 '문헌연구'를 수행하였다. 본 연구를 통해 코스 임베디드 평가의 모형과 모형의 각 단계별 유의사항을 제시하였다. 제시된 코스 임베디드 평가의 모형 단계는 다음과 같다. 즉, 프로그램 학습성과의 설정, 관련 코스의 확인, 평가도구의 선정, 평가 준거의 설정, 평가 시행 및 평가 결과의 분석이다. 또한 우리나라에서 코스 임베디드 평가가 성공적으로 정착하기 위해 선행되어야 할 조건들을 함께 제시하였다.

The purpose of this study was to suggest possibility of adaptation of course-embedded assessment for program outcome in engineering education through literature review on concept, benefits, adaptation process, case study in higher education of course-embedded assessment. The model of course-embedded assessment was given with consideration for each step, that is, set up of program outcomes, check of related courses, selection of assessment tools, set up of performance criteria, implementation of course-embedded assessment, and analysis of results. Some prerequisites were given to set up course-embedded assessment successfully in engineering education field of Korea.

The purpose of this study is to develop the model of course evaluation design for CEA(Course-Embedded Assessment), which is focused on course level for assessment reliability. This study was conducted by the process of model development and validation according to Richey & Klein(2007)'s model development methodology. The model of this study was comprised with the three steps of learning objectives based on course outcome, assessment design and goal achievement analysis of course, which were explained by specific design principles. Also, this model was validated by two steps, which one was on the inner validation and the other was the outer validation(Richey & Klein, 2007). Considerations for designing the model of course evaluation have been suggested and a few implications were discussed.

This study analyzed faculty perceptions of the Major Competency Achievement Evaluation System at K University using the Concerns-Based Adoption Model (CBAM). An adapted Stages of Concern Questionnaire was administered, and data were analyzed with SPSS 26.0. Findings revealed that most faculty were in early awareness stages (0-2), underscoring the need to improve understanding of the system's goals and benefits. A notable proportion exhibited high Stage 6 (Refocusing) and Stage 4 (Consequence) concerns, indicating potential change agents for system enhancement and dissemination. Background variable analysis showed that faculty without prior training or administrative experience require targeted support. Additionally, a "tail-end uplift" pattern-where collaboration and improvement concerns rose despite low consequence concerns-suggests the effectiveness of stage-specific dissemination strategies.

A case of course-embedded assesment in electronic engineering was studied. In particular, a realistic evaluation system was developed in consideration of characteristics of the major field and university realities. 10 program outcomes were mapped with all courses in the program. 5 probe courses were selected and their course learning objectives were defined. Measurements of the course learning objective were made by term project and written course test. With using course-embedded assesment, the measurement system of the program outcomes should be changed.

This paper deals with a result of case study for the development of CEA(Course-Embedded Assessment) design tool for engineering education accreditation implementing programs. Many programs have been devoting efforts to apply CEA to their engineering education. In order to effectively apply the CEA to educational program, it is required to develop the standardized form or scheme for CEA application. As a preliminary approach, we propose the design tool and the result of a case study for CEA application in engineering education.

Kunsan National University obtained accreditation for its Architecture & Building Engineering Program from the Accreditation Board for Engineering Education in Korea (ABEEK) in 2004 and has offered an ABEEK-accredited degree pathway ever since. Then, in 2018, the university introduced the course-embedded outcomes assessment system as per ABEEK's KEC2015 accreditation criteria. One year into its implementation, the new system allows the measurement and assessment of 10 program outcomes covering 19 curricular modules and 1 non-curricular licensing examination. The system incorporates the four areas of specialization within architectural engineering as well as the three course categories of the math, science, and computer; liberal arts; and engineering core modules under the accreditation scheme. It also takes the students' academic years into account, especially for the mandatory modules offered to all students. Its rubric clarifies the performance criteria, performance level, assessment tools, objectives, and modules. The 2018 course-embedded outcomes assessment system is an ever-evolving structure with regular CQI: Continuous Quality Improvements along the circular process of system establishment → implementation → evaluation as per the virtuous cycle model required for an accredited engineering program.