• Communications for Statistical Applications and Methods
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• v.17 no.4
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• pp.591-598
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• 2010

A questionnaire may consist of duplicated or similar items. This study finds the duplicated or similar items by using the MDS and the cluster analysis of response patterns. By identifying the characteristics of the cluster, those items are combined into a representative item. The similarity of items is measured by the mutual information.

• Journal of Engineering Education Research
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• v.8 no.1
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• pp.31-45
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• 2005

In this paper, selecting survey items was performed using three clustering methods: factor analysis, fuzzy c-Means algorithm and cluster analysis. The methods were used to extract key items from various questionnaires. The key item represents several similar questionnaires that form a cluster. Test survey was made of 120 items obtained from several surveys and it was answered by 646 students from 4 universities. Each item contains 6 choices. Applying the clustering method chose 25 items which is reduced from the original 120 items. The results yielded by three methods are very similar.

• Journal of the Korean association of regional geographers
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• v.11 no.5
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• pp.474-487
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• 2005

This paper aims to provide empirical evidence required to describe the level of achievement by analyzing students' item response in NAEP implemented in the United States in 2001. The geography assessment in the NAEP is aimed to test students of 4th, 8th, and 12th grades, and consists of content dimension and cognitive dimension, The former includes 'space and place' 'environment and society' and 'spatial dynamics and connections,' and the latter includes 'knowing' 'understanding' and 'applying,' The level of achievement is defined as three levels for each grade: Basic, Proficient, and Advanced. In this paper, descriptions of achievement is derived inductively from an analysis of student's responses to the items which were selected by using item-mapping method. As a result, there is a great difference between the level of achievement derived empirically from students' response and the level of achievement designed principally suggested by the expert committee. The former could have a contribution to the improvement in geography curriculum.

• Journal of Educational Research in Mathematics
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• v.14 no.4
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• pp.387-401
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• 2004

The recent international comparative studies such as PISA(Program for International Student Assessment) and TIMSS-R(Third International Mathematics and Science Study-Repeat) provide results of relative mathematics achievement of participating countries. The purpose of this paper is to compare the mathematics results of PISA and TIMSS-R. To make PISA and TIMSS-R results comparable, they were standardized. The close investigation of these standardized results reveals that the two Asian countries(Korea and Japan) and several English speaking countries have the commonality in mathematics achievement. Thus this study looks for patterns and similarities within a group of Asian countries(Korea and Japan) and Western countries(the U.S and Australia) by in-depth analysis of PISA mathematics achievement based on item response theory. As a result, it was noted that Western countries tend to perform well on open constructed items and are likely to perform better when an item involves less formal mathematics. On the other hand, Asian countries perform well when an item involves numeric or algebraic computation related to curriculum-based content, but they are relative poor at an item calls for verbal explanations or interpretations of graphs.

• Journal of the Korean Data and Information Science Society
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• v.25 no.3
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• pp.567-578
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• 2014

PEAS (performance enhancement attitude scale) has been used to measure attitude and disposition toward doping in elite athlete. It is constructed of 17-item, 6-point scale. The purpose of this study was to verify validity of the PEAS for Korean elite player through Rasch model. The scale was administered to 438 Korean elite players. Principal component analysis was used to verify unidimensionality using SPSS program. Rasch measurement computer program, WISTEPS, was used to estimate goodness-of-fit of items and category structure. Differenctial item functioning by gender was also estimated by the WINSTEPS program. All alpha level was set at 0.05. First, principal component analysis showed that unidimensionality is satisfied as over 20.0% of variance of eigenvalue. Second, category probabilities curve showed 5-point scale was better than 6-point scaled statistically. Third, seven items (1, 9, 10, 12, 13, 14, 17) in the 17-item were not good model fit and three items (3, 12, 13) were estimated as the differential item functioning. This study showed that 9-item, 5-point scale is better PEAS to Korean elite player.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 1999.11a
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• pp.127-133
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• 1999

본 논문의 연구내용은 동양의 사상중의 하나인 음양오행의 오행속성을 물리적으로 해석하여 사람의 오장육부의 크기에 따른 체질 분류에 기초하여 수행하였다. 이러한 체질분류에 의하여 생리적 증상, 걸리기 쉬운 질병, 그리고 성격상의 특징과 장단점을 파악 할 수 있었다. 이러한 일련의 연구에 대한 본 실험실의 지속적인 연구 작업의 하나로 MMPI (Minnesota Multiphasic Personality Inventory)로 일컬어지는 미네소타 다면적 인성검사 설문문항에 대한 음양오행적 분석을 시도하였다. 대표적인 분류의 예를 들면 간이 큰 사람이 건강이 좋지 않을 때 나타날 수 있는 대표적인 심리적 증상으로는 욕설을 잘하며, 심장이 약하여지면 상사병에 걸릴 가능성이 커지며, 폐와 대장이 나빠진 사람은 울기를 잘하며, 그리고 위장이 나빠진 사람은 공상을 잘 하고, 신장방광이 나빠지면 겁이 많아지고 생명력을 나타나는 심포삼초의 기능이 떨어지면 불안하고 초조하여지는 심리적 성격과 연결되는 것이다. 이러한 방법으로 분석하였을 때 건강, 성격, 습관 등에 관련된 MMPI 566문항 중 많은 부분에 대하여 흥미롭고, 성공적인 분석을 내릴 수 있었다.

• Communications of Mathematical Education
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• v.22 no.2
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• pp.109-124
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• 2008

A characteristic of the national mathematics curriculum revised in 2007 is to repeal the level-oriented individualized curriculum and choose substance of individualized teaching and learning based on the student's achievement level and quality. To do this we first have to think through how to compare students' achievement and differentiate classes. In this paper, we introduce the (modified) Angoff method as a method for comparing students' achievement and the concept of representative items for each achievement level in the National Assessment of Educational Achievement of Mathematics, and discuss how to use them in individualized teaching and learning, especially comparing students' achievement.

• Journal of Digital Convergence
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• v.17 no.5
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• pp.385-390
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• 2019

This study aimed to identify the model fit of various versions of Performance Enhancement Attitude Scale (PEAS) developed for measuring quantitatively the attitude toward doping and to provide the information on Korean version of PEAS. One hundred and eighty elite athletic players participated in this study and they filled out 17 items PEAS under the supervision. And 17 items, 11 items, 9 items, 8 items and 6 items PEAS were analyzed by using confirmatory factor analysis. The result of this study showed that an 8 items PEAS was fit for Korean elite athletic players, and a 6 items PEAS was for adolescents, but insignificant. Therefore, further studies of the relationship between psychosocial factors and attitudes toward doping by using 8-items PEAS would provide precise and useful information for developing anti-doping strategy.

• Korean Journal of Culture and Social Issue
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• v.20 no.4
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• pp.415-441
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• 2014

The purpose of this study was to examine the cultural characteristics of Korean interpersonal relationships. A total of 45 preliminary items were selected through book and literature review about the characteristics of the Korean or Korean society in study 1. The first survey data were collected from the Korean university students. Through the item analysis and Exploratory Factor Analysis(EFA), 4 factors composed of 32 items were extracted. Four factors were found: 'friendly attitude, harmony, jeong(interpersonal affection), keeping relationship', and using content analysis, 20 items were refined. Study 2 was conducted with the data collected from the Korea adults. As the result of carrying out EFA and Confirmatory Factor Analysis(CFA), the final 17 items were fixed as an affective relationships scale of the Korean. And CFA were implemented to evaluate discriminative validity. Finally, the implications and limitations of this study were discussed.

• School Mathematics
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• v.19 no.1
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• pp.43-58
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• 2017

According to the degree of teacher's understanding for the curriculum, There are a lot of differences in teaching-learning methods and assessment items are one of the representative products reflecting these differences. Therefore we need to investigate how the understanding degree of the teacher for curriculum is reflected in the paper-based assessment items through analyzing them. In this study, we analyzed midterm and final 219 exam papers of 'Calculus I' which was based on the 2009 revised mathematics curriculum and focused on items of 'the Limit of Sequences' which content area is among total 4,632 questions. We investigated how the changed curriculum is reflected in the high school evaluation. Based on the results of the analysis, we confirmed the problems derived from the paper-based assessment. Through this, we sought to draw implications for the educational policy that should be accompanied necessarily in order to stabilize the new curriculum after the revision of the curriculum.