• Communications for Statistical Applications and Methods
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• v.17 no.3
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• pp.357-365
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• 2010

This paper considers the integrated process control procedure for detecting special causes in an IMA(1,1) noise process that is being adjusted using a minimum mean squared error adjustment. As a SPC procedure, we use a GLR chart for detecting special causes whose effects are the sustained shift or the sustained drift in the process mean, and the sustained shift in the process variance. For the design of the GLR chart, we derive expressions for the control limit which accurately satisfies the given in-control ARL.

• Journal of the Korean Data and Information Science Society
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• v.21 no.1
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• pp.87-98
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• 2010

This research deals the method to assess the validity and reliability of students' evaluation for lectures. Most papers for student's evaluation have focused the procedures for controlling the external effects, but this paper is trying to answer for "How reliable is the student rating?" An empirical study shows that the evaluations in Jeonju University have the fair validity and reliability. The generalizability theory is suggested to obtain the more comprehensive results rather than Cronbach's alpha to examine internal consistency.

• Proceedings of the Korean Information Science Society Conference
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• 2000.10a
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• pp.623-625
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• 2000

인터넷 환경의 발달에 의해 네트워크상의 콘텐츠의 전송이 활발해 지고 있다. 그 대표적인 예가 대중적으로 일반화되어 있는 전자메일일 것이다. 하지만 전자메일이 보다 일반화되고 보안상의 위협을 제거하기 위해선 전송되는 메일에 대한 내용증명과 배달증명이 가능해야 한다. 따라서, 본 논문에서는 먼저 내용증명과 배달증명이 가능한 기존의 방법들을 분석하고, 양사용자 사이에 문서를 교활할 수 있는 새로운 방법을 제안한다.

• Proceedings of the Korea Information Processing Society Conference
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• 2020.11a
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• pp.793-795
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• 2020

본 논문에서는 스파이킹 뉴론(Spiking Neuron)들이 쿨롱에너지 포텐셜 (Coulomb Energy Potential)을 가지는 스파이킹 신경회로망에서의 학습알고리즘을 일반화하여 구간연산(Interval Arithmetic)의 학습이 가능한 학습알고리즘을 제안한다. 제안하는 학습알고리즘은 입력 데이터로서 구간(Interval) 데이터와 포인트(Point) 데이터를 모두 학습 할 수 있는 일반화된 학습알고리즘으로서 간단한 컴퓨터 시뮬레이션을 통하여 범위(Lower bound & Upper bound)를 가지는 구간데이터와 포인트데이터의 통합적인 학습이 가능하고 전문가시스템(expert system)에서의 "don't care attributes"의 학습 등에도 활용이 가능함을 보인다.

• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.18-19
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• 2004

• Communications of Mathematical Education
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• v.31 no.1
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• pp.49-70
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• 2017

The purpose of this study was to investigate the relative influence of multiple error sources and to find optimal measurement conditions that obtain a desired level of reliability of a creative attitude test in mathematical creativity. This study analyzed the scores of the Creative Attitude Scale-Korea allowed to access publicly of 125 general students and 109 mathematically gifted students by performing a multivariate generalizability analysis. The main results were as follows. First, based on reliability, the Creative Attitude Scale-Korea was measured less precisely for mathematically gifted students. On the contrary, based on the conditional standard error of measurement, it was measured less precisely for general students. However, the Creative Attitude Scale-Korea showed strong reliability in both groups. Second, the optimal weights should adjust to .3, .3, .4 in mathematically gifted students and .4, .4, .2 in general students with three scoring components of divergent attitude, problem solving attitude, and convergent attitude based on the maximum reliability. Third, to approach desirable reliability, it is possible to use one component of divergent attitude in general students but three components of divergent attitude, problem solving attitude, and convergent attitude in mathematically gifted students. Finally this study proposed application plans for the Creative Attitude Scale-Korea and future directions of research.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.399-428
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• 2009

2007 Renewed Korea Elementary Mathematics Curriculum introduce algebra 6th grade. According to many studies about introducing algebra, it is desirable to teach 6th graders algebra through generalization of patterns. In this study, 6th graders' understanding processes and difficulties in pattern generalization were analyzed and possiblities of introducing algebra to 6th graders through pattern generalization were examined.

• Proceedings of the Korean Statistical Society Conference
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• 2003.05a
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• pp.243-248
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• 2003

Fattorini(1986)의 통계량은 Shapiro와 Wilk의 일변량 정규분포를 위한 검정통계량을 다변량으로 확장한 것이다. 본 논문에서는 Kim과 Bickel(2003)에서 제안한 이변량 정규분포를 위한 검정통계량을 Fattorini(1986)의 방법을 이용하여 이변량 이상인 경우에도 실제적으로 사용가능하도록 일반화하였다. 제안된 통계량은 Fattorini(1986) 통계량의 근사통계량으로 생각할 수 있으며 표본의 크기가 클 때도 사용가능하다.

• Journal of Science Education
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• v.47 no.2
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• pp.211-224
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• 2023

The purpose of this study is to suggest how to investigate the reliability of the assessment, which consists of items generated by automatic item generation using empirical example data. To achieve this, we analyzed the illustrative assessment data by applying the multivariate generalizability theory, which can reflect the design of responding to different items for each student and multiple error sources in the assessment score. The result of the G-study showed that, in most designs, the student effect corresponding to the true score of the classical test theory was relatively large after residual effects. In addition, in the design where the content domain was fixed, the ranking of students did not change depending on the item types or items. Similarly, in the design where the item format was fixed, the difficulty showed little variation depending on the content domains. The result of the D-study indicated that the original assessment data achieved a sufficient level of reliability. It was also found that higher reliability than the original assessment data could be obtained by reducing the number of items in the content domains of operation, geometry, and probability and statistics, or by assigning higher weights to the domains of letters and formulas, and function. The efficient measurement conditions presented in this study are limited to the illustrative assessment data. However, the method applied in this study can be utilized to determine the reliability and to find efficient measurement conditions for the various assessment situations using automatic item generation based on measurement traits.

• Communications of Mathematical Education
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• v.26 no.3
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• pp.251-271
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• 2012

The purpose of this study is: 1) to determine error sources and the effects of each error source, 2) to investigate optimal measuring conditions from holistic and analytic scoring methods, and 3) to compare the value of reliability between Cronbach's alpha and the generalizability coefficient in self-introduction letter and teacher's recommendation letter based on the generalizability theory in identification of mathematical gifted students by observations and nominations. Data of this study were collected from the science education institute for the gifted attached to the university located within in a capital city for the 2011 academic year. Scores form two raters using holistic and analytic scoring methods in both assessment types were used. The results of this study were as follows. First, as to both assessment types, error sources for people were relatively large regardless of scoring methods. However, error sources for raters in holistic scoring methods had a more significant impact than those of analytic scoring methods. Second, to set optimal measuring conditions in the self-introduction letter and teacher's recommendation letter, if we fixed the number of raters into 2 based on holistic scoring methods, at least 5 and 10 content domains were needed, respectively. In addition, the number of items in teacher's recommendation letter should be more than 3 when we fixed the number of content domains into 4, and the number of items in self-introduction letter should be more than 8 when we fixed the number of content domains into 6 using analytic scoring methods. Third, Cronbach's alpha having only a single source of errors was higher than the generalizability coefficient regardless of assessment types and scoring methods. Hence we recommend that generalizability coefficient based on various error sources such as raters, content domains, and items should be considered to keep a satisfactory level of reliability in both assessment types.