• Proceedings of the Korean Information Science Society Conference
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• 2001.10a
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• pp.643-645
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• 2001

최근 몇 년간에 이루어 진 네트웍 및 인터넷 시장의 발전과 더불어 성장한 시스템에 대한 침입 등은 이를 방어하기 위한 여러 도구의 개발을 가져왔단다. 이러한 도구들 중 침입탐지시스템은 시스템 방어에 핵심적인 역할을 하는데, 현재까지 이를 평가하기 위한 자동화된 온라인 평가도구는 없는 실정이다. 보안관련 학문 및 시장이 발달한 미국에서는 DARPA의 지원아래 관련된 연구가 진행되어 1998년과 1999년 대규모의 침입탐지시스템 평가가 이루어졌으나, 이때의 평가들은 당시의 침입 수준만을 고려한 것으로 새로운 침입 환경에 대한 확장은 용이하지 않기에, 급속도로 발전하는 침입 기술에 대응하기 위한 새로운 방법이 필요하다. 본 논문에서는 새로운 침입 환경에 적응적이며 실시간으로 다량의 침입에 대한 정량적 탐지성능을 측정하고 결과를 통계적으로 분석하여 출력할 수 있는 통계적인 침입탐지 평가도구를 개발한다.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.177-196
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• 2010

The purpose of this study is to find out whether Achievement Tests are fully performing their role as an objective standard that measures student's educational achievement level by analysing the content validity of Achievement Tests developed by KICE and teachers at elementary school. In the study, the content validity of achievement tests were analyzed in the behavioral content objective dimensions. 60 instructional objectives from the Unit one to the Unit six contained in the teachers' guidebook for the elementary third-grade Math subject were analyzed into dimensions of behavior and content. And the Achievement Test developed by KICE and teachers in five elementary schools randomly chosen were collected and analyzed. Then, differences of the proportion between instructional objectives and evaluative objectives in each dimension statistically were verified. The results of the study are as follows : 1. In the dimension of behavior, as analysing and comparing the content validity of achievement tests, there was no significant difference in all domains(knowledge, comprehension, application, analysis, synthesis and evaluation). (p<.05) Therefore, it could be concluded that content validity of the Achievement Test is very high. 2. In the dimension of content, similarly there is no significant difference in all domains between achievement tests by both KICE and teachers. (p<.05) Therefore, the content validity of all tests are very high. In conclusion, it could be concluded that content validity of achievement tests is considerably high in content and behavior dimension. The study suggest the followings : 1. By expanding to the other subjects, there are needs to analyze and verify the content validity of achievement tests. 2. Even the content validity of achievement tests is considerably high however, achievement items are focused on evaluation 3 domains(knowledge, comprehension, application). Therefore evaluation evenly among 6 cognitive domains is required. And further to reduce the deviation of schools, there are needs to active interchange between teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.565-571
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• 2017

The purpose of this study is to determine the effects of error sources in emotional intelligence assessment of young children. The emotional intelligence of 198 five years old children was assessed using the Emotional Intelligence Scale developed by Lee[14]. Evaluation results were analyzed using G study for generalizability theory. G study results show that parents can be effective evaluators for emotional intelligence in young children. Strategies to reduce error effects are discussed.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.17 no.1
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• pp.183-200
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• 2006

Now, more than any other time, education experts in Korea are focusing on the importance of reading. Based on this circumstance. it is necessary to introduce and develop reading assessments in the library and information science. The research introduces reading assessment tools from a psychological standpoint for the purpose of increasing reading efficiency through literature reviews. There are four categories reading attitude, interest, motivation and perception on reading. Also the research presents the suggestion to make a new reading assessment tool at a later time. When developing reading assessment tools from a psychological standpoint, it is necessary to establish the items through which how a student feels himself or herself as a reader, and subsequently how teachers, parents, and friends feel the student as a reader. Besides establishing of these appropriate items. a developer should provide directions for administration and interpretation.

• The Journal of Korean Academy of Sensory Integration
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• v.21 no.1
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• pp.47-58
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• 2023

Objective : This study aimed to investigate the current status and actual use of assessment tools by institutions in the field of occupational therapy with children in Korea. Methods : The study was conducted with 67 occupational therapists working with children in Korea. To investigate the use of evaluation tools by area, knowledge of the evaluation tools, and desire to participate in further education, the questionnaires used in studies by Lee, Hong, and Park (2018) and Kim (2015) were modified and supplemented according to the child evaluation tools currently in usein institutions in Korea. For data collection, we distributed Google questionnaires to child occupational therapists for 3 weeks using convenience sampling. Excel was used to analyze the use of the evaluation tools according to institution. Technical statistics and frequency analyses were used to verify the general characteristics, evaluation-related information, status of evaluation tool use, knowledge levels relating to evaluation tools, and desire to participate in education. A t-test was used for the evaluation tool status. Results : Welfare centers used the most evaluation tools, with an average of 11.1, followed by university hospitals, rehabilitation hospitals, clinics, and daycare centers. There were differences in the choice of tools used, hospital with the Jebsen-Taylor hand function test and the Wee-FIM (Functional Independence Measure) being the most frequently applied. Centers, daycare centers, and welfare center the Sensory Profile test and clinical observation were also used often. Regarding the level of knowledge of evaluation tools and the desire to participate further in education, 30 (44.8%) of the respondents had not completed their education, and 42 (62.7%) rated their knowledge level as generally low. When asked about the importance of using a manual to guide them in their use of evaluation tools, 66 (98.6%) answered positively, and 66 (98.6%) answered that they needed specialized training in the use of evaluation tools. Conclusion : This study makes it possible to understand the use and status of evaluation tools as used by different institutions in Korea in the field of child occupational therapy It is anticipated that it will provide the basis for introducing existing evaluation tools and preparing new evaluation tools to be used in this field in Korea.

• Review of KIISC
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• v.11 no.2
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• pp.60-67
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• 2001

본 연구에서는 정보보호시스템의 신분확인 기능과 데이터 무결성 기능 그리고 네트워크 취약성 평가를 수행할 수 있는 정보보호시스템의 보안기능 통합 평가 도구를 개발하였다. 개발된 도구는 독립적으로 수행되어온 평가기능들을 통합, 개선함으로써 네트워크를 통해 연결되어 있는 시스템의 안전성을 총체적으로 평가할 수 있으며, 또한 네트워크 의 보호를 목표로 개발된 침입차단시스템의 구성상의 취약성이나 IPSec이나 SSL을 적용하여 가상사설망(VPN)을 구현 한 제품들에서 제공하는 무결성을 검증하기 위한 자동화된 도구로서 활용될 수 있다.

• The Journal of Korean Association of Computer Education
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• v.18 no.2
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• pp.59-70
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• 2015

This paper aims at developing a valid evaluation tool which has reliability to measure the tendency of cyber bullying that is on the increase recently. After setting up the concept of cyber bullying and exploring its factors by reference to advanced research, we developed the draft tool through modifying by the expert group. By conducting several surveys using this evaluation tool, we have verified the reliability and validity of our tool. And we also have developed an evaluation tool to measure its tendency. As a result, the complementary evaluation tool of cyber-bullying tendency was proposed with more advanced and accurate test.

• The Journal of Korean Institute for Practical Engineering Education
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• v.1 no.1
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• pp.72-78
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• 2009

The program educational objectives(PEO) are defined as the goals that students should achieve in 3~4 years after graduation. Assessment tools for evaluating program educational objectives might be different for every program. In this paper, we developed and proposed assessment tools which include not only direct assessments through the present study but also indirect assessment through question rubrics. With the proposed assessment tools, we conduct a mimic evaluation for graduates and their employers in order to evaluate the degree of achievement of each PEO.

• The Journal of Korean society of community based occupational therapy
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• v.10 no.2
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• pp.63-72
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• 2020

Objective : The purpose of this study is to investigate the effect of intensive one-day training on Movement Assessment Battery for Children-2 screening developmental coordination disorder. Methods : We provided intensive one-day training which combined lecture and practice on MABC-2 assessment tools for 33 trainees. Interrater reliability was calculated by using Intraclass correlation coefficient (ICC) with the raw score of results scored simultaneously by experts and trainees of MABC-2. Results : The 33 female trainees with an average of five years and three months of experience and less experience using motor skill assessment tools scored raw score while watching the performance scenes of normal children. The results of the ICC between experts and training participants in MABC-2 obtained a high confidence 0.95 and above (p<.001). Conclusion : Clinicians who participated in one-day training seems to use MABC-2 effectively. Through this, one-day training seems to be effective in acquiring new motor skill assessment tools.

• Therapeutic Science for Rehabilitation
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• v.11 no.4
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• pp.41-53
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• 2022

Objective : The purpose of this study is to identify and analyze the vocational rehabilitation evaluation tool for the mentally disabled. Methods : For literature search, the Pubmed database was used, and for the analysis, the development year, evaluation method, number of items, scale, and evaluation items were analyzed. In the analysis method, each evaluation item was divided into four categories: function, internal factor, environment, and mental symptom, and the evaluation elements of each evaluation tool were identified. Results : When searching Pubmed through search terms, 161 documents were retrieved. According to the selection method, Griffiths Work Behavior Scale (GWBS), Occupational Functioning Scale (OFS), Social and Occupational Functioning Assessment Scale (SOFAS), Work Ability Index (WAI), Work Behavior Inventory (WBI), Work Environment Impact Scale (WEIS), and Work and Social Adjustment Scale (WSAS) were screened. The evaluation items of all evaluation tools included job-related functional evaluation. According to the purpose of each evaluation tool, internal factors, environment, and mental symptoms were measured. Conclusion : Occupational skills are skills in which various functions such as physical, cognitive, social skills, and coping skills act in a complex way. Therefore, it is necessary to include the four factors analyzed in this study: function, internal factors, environment, and psychiatric symptoms.