• School Mathematics
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• v.10 no.2
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• pp.259-277
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• 2008

Conventional assessments only provide a single summary score that indicates the overall performance level or achievement level of a student in a single learning area. For assessments to be more effective, test should provide useful diagnostic information in addition to single overall scores. Cognitive diagnosis modeling provides useful information by estimating individual knowledge states by assessing whether an examinee has mastered specific attributes measured by the test(Embretson, 1990; DiBello, Stout, & Rousses, 1995; Tatsuoka, 1995). Attributes are skills or cognitive processes that are required to perform correctly on a particular item. By the results of this study, students, parents, and teachers would be able to see where a student stands with respect to mastering the attributes. Such information could be used to guide the learner and teacher toward areas requiring more study. By being able to assess where they stand in regard to the attributes that compose an item, students can plan a more effective learning path to be desired proficiency levels. It would be very helpful to the examinee if score reports can provide the scale scores as well as the skill profiles. While the scale scores are believed to provide students' math ability by reporting only one score point, the skill profiles can offer a skill level of strong, weak or mixed for each student for each skill.

• School Mathematics
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• v.15 no.1
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• pp.61-75
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• 2013

This study analyzed Korean students' affective characteristics in mathematical learning according to school and sex by Factor Analysis and Cognitive Diagnosis Theory. In numerical affective achievements by Factor Analysis, there are mean differences between schools, i.e. elementary school and secondary school. And there are sexual differences within schools and boys show more positive achievement than girls. By Cognitive Diagnosis Theory, I investigated 6 affective attributes' proportions that students achieved according to school and sex. Middle school students' proportion is highest in self-control and anxiety and the attribute that students achieved most in all school is cognizing mathematical value. Boys show higher proportion in self directivity, interest and confidence than girls, but girls show higher proportion in anxiety than boys. In personal profiles, the proportion of students who achieved 5 attributes except anxiety is highest.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.267-275
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• 2015

This research purports to find out the characteristics of Korean students cognitive attributes and compare it with that of high-achieving countries who took TIMSS 2011 based on the Cognitive Diagnostic Theory. Based on TIMSS 2011 Science framework, nine cognitive attributes were extracted and the researcher analyzed that 216 of the TIMSS 2011 science items require these attributes. This analysis was conducted to come up with a Q-matrix. After producing the Q-matrix, multi-level IRT was used to figure out each countries' characteristics for each of the cognitive attribute. According to the study results, four attributes, such as 'Use Models,' 'Interpret Information,' 'Draw Conclusions,' and 'Evaluate and justify' were easier attributes for Korean middle school students. However, the other five attributes such as 'Recall/Recognize', 'Explain', 'Classify', 'Integrate', 'Hypothesize and Design' were considered as harder attributes compared to other countries. Korean students also considered 'Interpret Information' as the easiest attributes, and 'Explain' as the hardest attributes of all. For Korean students, those attributes considered to be easy were the easiest and hard attributes as the hardest compared to other countries, showing very extreme cases. Therefore, to give students more meaningful learning experience, it is better to use all the attributes altogether rather than use specific attributes while constructing Science curriculum or textbooks.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.531-543
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• 2009

This study identified what cognitive attributes are required of eighth graders to solve geometrical problems such as 'Recall,' 'Analyze,' 'Justify,' 'Synthesize/Integrate,' and 'Solve Non-routine Problems' by using the cognitive diagnostic theory. The five attributes are proved as the skills for solving the geometric problems. Many students have not fully mastered the attributes of 'Justify' and 'Synthesize/Integrate'. There was high correlation between these attributes. 'Analyze' best predicted the changes in the geometric achievement. And while students with high levels of geometrical achievement have mastered all the five attributes, those in the mid- and low-level range of performance have mastered fewer attributes.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.812-823
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• 2009

The purpose of this study is to search effective assessments methods by using the Fusion model of Cognitive diagnosis theory. Attributes are skills or cognitive processes that are required to perform correctly on a particular item. After test items were developed, item's attributes were decided and Q-matrix about item's attributes was made. After testing, the result was analyzed according to gender and achievement level. The results of the analysis showed that students mastered 'Interpreting data' best, and 'synthesizing' worst among the five attributes. Female students showed higher ability than male students in 'recalling.' Students of high achievement level mastered more scientific attributes than students of low achievement level. Conventional assessments only provided a single summary score but Cognitive diagnosis modeling provided useful information by estimating individual knowledge states by assessing whether an examinee has mastered specific attributes measured by the science test. The skill profiles can offer a skill level of strong, weak, or mixed for each student for each skill. Therefore, the skill profiles will provide useful diagnostic information in addition to single overall scores.

• Journal of Korea Society of Industrial Information Systems
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• v.6 no.3
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• pp.35-43
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• 2001

This thesis proposes a diagnostic formula for student's responses based on linguistic variable concept of fuzzy that makes domain expert to input the kernel elementeasily that constructs domain independent student module. And the domain expert can construct the rule with linguistic variable that is used to inference student's recognition state. This study designs a student module that can inference student's recognition state using this rule represented by linguistic variable.

• Communications of Mathematical Education
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• v.10
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• pp.59-80
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• 2000

수학 학습 부진아의 지도가 효율적으로 이루어지기 위해서는 먼저 원인의 진단이 선행되어야 하고, 이를 바탕으로 적절한 치료 대책이 이루어져야 하는 바, 교사는 수학 학습에서 부진을 야기하는 여러 가지 복합적인 요인에 대한 지식을 갖출 필요가 있다. 학생들이 수학적 이론의 구조 속에 싸여 있을 때, 수학적 개념과 원리를 잘 이해하는 것처럼, 교사는 수학 학습 부진의 요인에 대한 이론의 구조 속에서 학생들의 행동을 투사함으로써 그들의 행동을 이해하게 되고 진단과 치료가 잘 이루어질 것이다. 이와 같은 관점에서 본 연구는 수학 학습 부진의 요인을 크게 개인적 측면과 환경적 측면으로 나누고, 개인적 측면에서는 인지적 요인, 심동적 요인, 정서적 요인을, 환경적 측면에서는 사회적 요인, 교육적 요인에 대해 고찰한다. 그리고 이들 요인에 대한 정확한 처방을 하기에는 어려움이 많지만, 최선의 교육적 치료 방법을 논의해 보고자 한다.

• Proceedings of the Technology Innovation Conference
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• 2009.02a
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• pp.123-154
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• 2009

본 논문에서는 Chesbrough의 개방형 혁신 이론을 간략하게 소개하고, 그것이 기술경영 이론에서 지니는 정확한 위치와 의의를 진단함으로써 그가 정말 기여한 부분은 어디인지를 평가한다. 개방형 혁신이란 기업이 연구, 개발, 상업화에 이르는 일련의 혁신 과정을 개방하여 외부 자원을 활용함으로써 혁신의 비용을 줄이고 성공 가능성을 제고하며 부가가치 창출을 극대화하는 기업 혁신의 방법론으로 요약될 수 있다. 이 글의 결론은 개방형 혁신이 현상적으로도 최근의 현상이 아닐 뿐 아니라, 이론적으로도 기존의 내용과 다른 것이 없다는 것이다. 즉, 그의 개방형 혁신은 이름은 새롭지만 그 내용을 보면 새로운 혁신 방법론은 아니라는 평가이다. 그가 기여한 것은 기존에 이미 연구된 여러 주제들을 개방형 혁신이라는 하나의 이름으로 묶어줌으로써 기업 전략을 위한 통일된 프레임웍을 제공한 것에 있다. 이런 점에서 그는 기술혁신 방법론에 대한 일종의 "아키텍처 혁신"을 시도한 셈이라고 볼 수 있다. 그리고 최근에 활발해진 개방형 혁신의 배경으로서 지식 환경의 변화를 강조한 것도 그의 기여라고 볼 수 있겠다.

• Journal of Korean Society of Transportation
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• v.23 no.2
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• pp.117-130
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• 2005

In both deteministic user Optimal Traffic Assignment Model (UOTAM) and stochastic UOTAM, travel time, which is a major ccriterion for traffic loading over transportation network, is defined by the sum of link travel time and turn delay at intersections. In this assignment method, drivers actual route perception processes and choice behaviors, which can become main explanatory factors, are not sufficiently considered: therefore may result in biased traffic loading. Even though there have been some efforts in Stochastic UOTAM for reflecting drivers' route perception cost by assuming cumulative distribution function of link travel time, it has not been fundamental fruitions, but some trials based on the unreasonable assumptions of Probit model of truncated travel time distribution function and Logit model of independency of inter-link congestion. The critical reason why deterministic UOTAM have not been able to reflect route perception cost is that the route perception cost has each different value according to each origin, destination, and path connection the origin and destination. Therefore in order to find the optimum route between OD pair, route enumeration problem that all routes connecting an OD pair must be compared is encountered, and it is the critical reason causing computational failure because uncountable number of path may be enumerated as the scale of transportation network become bigger. The purpose of this study is to propose a method to enable UOTAM to reflect route perception cost without route enumeration between an O-D pair. For this purpose, this study defines a link as a least definition of path. Thus since each link can be treated as a path, in two links searching process of the link label based optimum path algorithm, the route enumeration between OD pair can be reduced the scale of finding optimum path to all links. The computational burden of this method is no more than link label based optimum path algorithm. Each different perception cost is embedded as a quantitative value generated by comparing the sub-path from the origin to the searching link and the searched link.

• Korean Journal of Comparative Education
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• v.28 no.5
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• pp.1-19
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• 2018

The purpose of educational assessments such as the Trends in International Mathematics and Science Study (TIMSS) is to compare groups such as countries. When the unit of measurement is above the student level, group-level diagnostic assessment based on multilevel item response theory (ML-IRT) can be considered just as cognitive diagnosis models are developed from item response theory. This study suggests an ML-IRT-based group-level diagnostic assessment model by modifying an item feature model by Park and bolt (2008). The model is illustrated on the recently released TIMSS 2015 Grade 8 mathematics assessment. The results provide skill profiles for the studied countries and the nine cognitive attributes; that is, the attribute effects can be compared across the countries and also across the attributes. By controlling unexplained variance, the suggested model may provide more reliable and more informative group-level comparisons. The results are interpreted using an example. Limitations and directions for future research are also discussed.