• The Journal of the Korea Contents Association
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• v.10 no.9
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• pp.487-495
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• 2010

Online content evaluation standards were suggested in order to improve quality of education for informatics gifted students in this paper. This evaluation standards were developed by thinking and learning style and characteristics of gifted students which were presented in preceding research. The evaluation standards were reviewed through reliability analysis as well as analysis of the characteristics of items and validity analysis by experts of informatics gifted student education sector. In the result of analysis, reliability of items has been very reliable. Level of difficulty and discrimination about the characteristics of items has also shown satisfactory value. Developed the evaluation standards has 5 evaluation categories such as "talent development", "Interaction", and others. It also has 11 evaluation factors and 40 evaluation items. The online content evaluation standards can be helpful and useful in order to develop qualitative online contents and select online contents for informatics gifted student.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.210-235
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• 2012

The purpose of this study was to develop a valid and reliable assessment tool for measuring scientific creative problem solving ability for middle school students. To achieve this aim, an assessment framework, four assessment items, and detailed rubrics for scientific creative problem solving were developed. The assessment framework had three dimensions (i.e. science contents, inquiry process, and thinking skills) and sub-elements for each dimension. The assessment items were tested with 320 middle school students in order to determine reliability, difficulty, and item discrimination. Science teachers and experts in science education checked the validity of the items and the rubrics. The results proved that the assessment tool was reliable enough to evaluate students' scientific creative problem solving skills.

• Journal of Educational Research in Mathematics
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• v.25 no.1
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• pp.1-19
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• 2015

This paper aims to explore what we can improve in the curriculum, teaching-learning, and evaluation on the bases of the analyses of multiple-choice items set in National Assessment of Educational Achievement. For this goal, by using the distribution curves of the responses percentages, we will grasp the features of educational achievement which appear to students through an in-depth analysis about not only item itself but also the contents included in particular distracters. These analyses provide more information than the descriptive statistical values such as the mean of correct answer percentage and the discrimination of whole group and the mean of responses percentages of replies of subgroups. Because the distribution curves of the responses percentages reveal the transition from the lowest to the highest educational achievement very well. From these analyses we acquire the implications about the concept of prime factor or prime factorization, ratio(proportion) such as velocity, linear function, volume of cone, properties of solid figure, and probabilities of empty event and total event.

• Therapeutic Science for Rehabilitation
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• v.10 no.4
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• pp.25-38
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• 2021

Objective : This study aimed to establish an analytic methodology that can objectively evaluate the proverb comprehension levels that vary based on the aging process. Method : This study recruited 70 normal elderly aged ≥ 65 years and performed proverb comprehension tasks using an explanation method. A scoring estimation method was designed on 3 and 5-point scales. The difficulty and discrimination levels were calculated based on the two scales, thereby selecting the final questions and evaluation scale. Results : First, the item discrimination index on the 5-point scale was relatively higher than that on the 3-point scale, and 10 items were finally selected. Second, in terms of proverb comprehension ability, the elderly group aged 70 ~ 84 years showed significantly lower performance than those aged 65 ~ 69 years. Additionally, subjects with ≥ 10 years of education showed significantly higher performance than those with 9 ≤ years of education. Third, the performance of the proverbs comprehension task negatively correlated with the reaction time of the executive function task. Conclusion : Proverb comprehension is a task that can distinctively show a deterioration of brain functions in line with the aging process even among the normal elderly group and therefore, can estimate the difference more effectively with an increase in the score of the evaluation scale.

• Journal of Gifted/Talented Education
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• v.14 no.1
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• pp.1-27
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• 2004

Our purpose is to make up criteria for children's motivation of achievement and develop them into reliable that effectively fit the domestic situations, through testing its reliability and validity. With a view to developing those criteria, questionnaire items were drawn out from our basic investigation and preliminary study, and reliability and validity were tested. For this, we carried out a survey from October 25, 2003 to November 7, 2003 on 586 children who were attending two primary schools in Seoul, in 5th and 6th grade, and analyzed the results. Out of 81 questionnaire items constructed through the preliminary study, we extracted 68 items which show satisfactory level of discrimination with $x^2$ confidence level p<.0l and V coefficient greater than .25. The factor analysis was performed on the 68 items and 49 items were extracted which have eigen value greater than 1 and factor load greater than .30. Then regression analysis was applied so that 13 items were taken out of consideration for the criteria, whose incremental contribution to the explained proportion due to regression turned out to be less than 3%. As a result, a total of 36 items were selected as the final measurement criteria was assessed by Cronbach' $\alpha$ coefficient for the items, and we obtained its value of .85 which is at a satisfactory level. The developed criteria has proven to be a useful tool for measuring domestic children's motivation of achievement.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.345-356
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• 2002

This study investigated the trends in the number of applicants and mean score and applicants' responses on the test items of 'science inquiry' of the College Scholastic Ability Test(CSAT) implemented for 3 years$(1999\;{\sim}2001)$. The results of this study were as follows: The percentage of applicants of science track for 1995 CSAT were 43.13%, but reduced to 29.5% for 2001 CSAT. And unlike other tracks, the percentage of male applicants, ranking above average, of science track was 65.58%, which is about twofold of female applicants(34.42%). The mean score of 'Science inquiry' was 58.6 in 1999, and 69.5 in 2001. And the score of the applicants, ranking above average, of humanity and social science course and science course, were 85.8 and 90.7 respectfully in 2001 CSAT. These high mean scores were caused by the policy of "easy CSAT" so called. Most of test items were developed to have difficulty 60-79% or above 80%. This easy CSAT provoked intense dispute about the discriminating power of CSAT. The mean score of male applicants was higher than that of female. But the difference decreases every year. Applicants were generally very good at solving tests focusing on process skills only but poor at solving tests related to physics or calling for two or more science concepts. Thus special measures to cope with the decrease in applicants, especially female applicants, for science track should be provided. To increase discriminating power of CSAT, it is recommended to develop test items with wider range of difficulty and to reduce test items which are focussing process skills and can be solved without any special science concepts. And special consideration should be given to teaching the content area with poor achievement and high actual difficulty compared to the expected.

• Journal of the Korean earth science society
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• v.24 no.6
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• pp.508-523
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• 2003

This study has developed the test tool to measure the level of spatial concept in the astronomy education for high school students. The items of the test tool are composed of basic elements (spatial position, spatial reasoning, spatial variation) forming spatial concepts in the astronomy. The test tool was applied to the 274 high school students. As a result of item analysis, the test tool showed that the content validity was 98%, the reliability (KR 20) was 0.84, the measure the level of astronomical spatial concept for the high school students.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.5 no.1
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• pp.70-82
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• 1994

Present study was to evaluate the validity and the clinical utility of the Korean version of Luria-Nebraska Neuropsychological Battery for Children(LNNB-C) in various groups including normal, brain damaged attention deficit hyperactivity disordered(ADHD), and psychiatrically disordered. The Korean version of LNNB-C and BGT were administered to clinical groups consisted of 51 patients(19 brain damaged, 16 ADHD. and 16 psychiatric controls), and to normal group composed of 147 children between the age of 8 and It Also KEDI-WISC was administered D clinical groups as a part of comprehensive psychological assessment There were significant differences between the brain damaged and the normals on all scales of LNNB-C, and between the normals and the ADHD on 11 clinical scales and 3 summary scales, which indicate the clinical validity for the scales of the Korean version of LNNB-C. The significant differences between the ADHD and the brain damaged on 3 summary scales were found, suggesting that the summary scales might play an important role id discriminating between two groups. Multiple discriminant analysis showed that the Korean version of LNNB-C significantly discriminates 3 groups - normals, ADHD, and brain damaged. Percentages of correct classification were ranged from 62.5% in the ADHD to 98.6Ta in the normals. For further evaluating the discriminant validity of the LNNB-C, the discriminant power of each items were calculated, and 131 of the 147 items discriminated significantly between the brain damaged and the normals. The scales of LNNB-C significantly correlated with the error scores of BGT and the most of scales of KEDI-WISC. These results put together : strongly support the concurrent and the discriminant validity of the Korean version of LNNB-C in diagnosing brain damage. The limitations of present study and several issues for the luther study were discussed.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.16 no.6
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• pp.295-303
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• 2016

The purposes of this study are to describe the process for the instrument construction and the development of scales on rating college students' adaptability and to analyze the technical qualities of the test. The primary goal of this study is to inform students and institutions what is needed to college student's adjustment process into university and college life. The scales are tested by specialty group and statistical methods, and finally composed of 142 items, which measures 8 scales, the academic integration, the social integration into college, career identity, emotional stability, learning condition's stability, relationship with professors, satisfaction degree of educational service, satisfaction degree of college education. This study analyzed 1,959 students' responses from 4 colleges and universities. This study confirms that the scales which this study developed show high concurrent evidence with the college student's adaptability inventory for Korean university and college students based on various development process, specially rapid great change of college. The result of factor analysis shows the evidence based on internal structures of the scales. The Cronbach's ${\alpha}$ of the subscales is .965, from 742 to .937. The prediction model to determine the possibility of dropout by 7 scales is statistically significant in .05, except learning condition's stability. According to CFA Model, RMSEA= .08~.09. dependence factor variance are explained by this study's CFA model. In conclusion, this study confirms that the scales which this study developed are valid and reliable instrument for Korean university and college students to predict their adaptability to college.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.545-555
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• 1998

The improvement of process skills has been one of the most important goals in secondary science education. To achieve this goal, it is essential to develop an instrument for evaluating inquiry skills in addition to improving science curricula, inquiry teaching methods, and other educational environment. There are a lot of instruments in testing science process skills in Korea as well as America and Europe. However, it has been difficult to find the instruments that have a characteristic in content and form. The purpose of this study is to develop a valid and reliable instrument for evaluating science process skills using line graph. This study examined the whole body of scientific process and identified 6 component skills. Three or four items for each component process skills were developed and revised by pilot test and field test. The instrument is considered valid and reliable, for the content validity is 78% and the reliability(KR-20) is 0.82. The discrimination index is 0.57 and difficulty index is 0.47, which also suffice the criteria of good test.