• (The) Korean Journal of Educational Psychology
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• v.23 no.3
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• pp.645-663
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• 2009

The purpose of this study is to develop and verify a Korean Diagnostic Scale of Multiple Intelligence(MI), which will be an alternative test to avoid problems with former Shearer's MI test and to adopt H. Gardner's suggestions to develop MI assessment. The test is developed 5 types; kindergartner, elementary lower grader, elementary upper grader, middle schooler, high schooler test. A form of test is diversified with 3 types; multiple-choice items for accomplishment, true or false items for ability, and self-reported items with likert scale for interest and ability. According to H. Gardner's suggestions, we have tried to reanalyze key component of MI, analyze an overlapping or hierarchical relationship between intelligences, develop intelligences-fair items, diversify form of item. We have developed a final standardized test through a primary, secondary preliminary-test analysis, and sampled 5,585 students by age, gender, and regional groups. As a result of this sampling test, we can get a norm score and compare individuals with other's score relatively. To verify this test, we analyzed behavior observation, mean, standard deviation, a percentage of correct answers, reliability of each test type, correlation between intelligence scales, Kruskal-Wallis test of mean rank of career choice by intelligences. As a result of correlation analysis between sub-intelligence scales, we can conclude that this MI test is satisfied with intelligence independent assumption. Besides, as non-parametric statistics test(Kruskal-Wallis) of career choice by intelligences, we can identify that MI is related with domain of career choice. This test is not a linguistic and logical-mathematical biased test but a intelligences-fair test. It makes us compare individual's potential with a norm score. Besides, it could be useful as a means of educational prescription or counsel in comparison with ability, interest, and accomplishment of individual. But this test is limited to do factor or correlation analysis between types of sub-test, because items are minimized for a time-constraint and a heavy burden of test receiver. But if it could be tested with increased items by two sessions, further research could be expected to get over this constraints and do a further validation analysis.

• The Korean Journal of Archival Studies
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• no.54
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• pp.179-210
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• 2017

By redefining the concept of history, my colleagues and I have reformed our department in terms of curriculum and faculty members. This paper is a report of some of the conclusions that we have obtained from this procedure. Despite a long relationship, two disciplines do not seem to match or complement each other in the Korean education system. We believe that this is due to the fact that the Department of Korean History has focused on "national history (NH)." By conferring a privilege on NH, persons, families, societies, regions, and others were removed from NH. To make matters worse, a biased view that history is just an interpretation has prevailed, and the empiricism of history was weakened, which brought about an indifference in keeping records and archives. In East Asia, "history" means both modern history and archives. The concern about the authenticity of records did not come from H. Jenkinson or L. Duranti, and not even from the electronic environment or the Public Records Act of 1998. Key concepts such as records, documents-archives, manuscripts, authenticity, compilation-appraisal, arrangement, and description are different from their signifiant but are same or similar to their $signifi{\acute{e}}$. In case of "provenance" and "original order," they are used in education and practice in the traditional archives. History includes the recording, archiving, and the story or historiography of an event. In this context, the Department of Korean History should contain a more archives-oriented curriculum and select an archival-trained faculty. On the other hand, the department has accumulated long-term experience with appraisal and description of records; thus, archival science should absorb the criticism of the material. History will be shaken without the help of archives, while archives will lose their root without history. We are at the point in which we need to be reminded why we want to be a historian or an archivist, and for this, the more colleagues, the better.