• Korean Medical Education Review
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• v.15 no.2
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• pp.87-92
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• 2013

The purpose of this study was to assess third-year medical students' competency for development or revision of the undergraduate curriculum and assessments. One hundred and twenty-seven third-year medical students at the Pusan National University were included in the study. After third- and fourth-year students took a common written examination, clinical performance examination (CPX), and objective structured clinical examination (OSCE) with common items as a summative assessment, the third-year students' competency was compared with 132 forth-year students' results. The correlation of the written examination and CPX/OSCE was analysed, and the summative results were compared with the grade point average (GPA) through the second year, CPX/ OSCE in the second year, and GPA in the clerkship. On the written examination, the third-year students' mean score was lower than the fourth-year students' by over 11 points, whereas the gap in the CPX/OSCE was 4 points and there was no difference in the OSCE. There was a moderate correlation between the written examination and the CPX/OSCE scores (R=0.371, p<0.01). The written examination was highly correlated with GPA through the second year, which mainly evaluated medical knowledge (R=0.771, p<0.01). A relatively high correlation was observed between CPX/OSCE scores and GPA in the clerkship (R=0.641, p<0.01). The summative CPX/ OSCE scores showed a moderate correlation with formative CPX/OSCE scores in the second year (R=0.464, p< 0.01). The third-year students' score was quite low on the written examination and slightly low on the CPX/OSCE compared to that of the fourth-year students. The written examination and CPX/OSCE cannot replace each other and should be combined with other methods of evaluation to measure competency. Early OSCE and workplacebased assessment should be useful in the early assessment of clinical skills competency.

• The Journal of Korean Medicine
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• v.43 no.2
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• pp.27-41
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• 2022

Objectives: There should be an objective analysis on the academic competency for incorporating Computer-based Test (CBT) in the education of traditional Korean medicine (TKM). However, the Item Response Theory (IRT) for analyzing latent competency has not been introduced for its difficulty in calculation, interpretation and utilization. Methods: The current study analyzed responses of 390 students of 8 years to the herbology test with 14 items by utilizing Rasch model, and the characteristics of test and items were evaluated by using characteristic curve, information curve, difficulty, academic competency, and test score. The academic competency of the students across gender and years were presented with scale characteristic curve, Kernel density map, and Wright map, and examined based on T-test and ANOVA. Results: The estimated item, test, and ability parameters based on Rasch model provided reliable information on academic competency, and organized insights on students, test and items not available with test score calculated by the summation of item scores. The test showed acceptable validity for analyzing academic competency, but some of items revealed difficulty parameters to be modified with Wright map. The gender difference was not distinctive, however the differences between test years were obvious with Kernel density map. Conclusion: The current study analyzed the responses in the herbology test for measuring academic competency in the education of TKM using Rasch model, and structured analysis for competency-based Teaching in the e-learning era was suggested. It would provide the foundation for the learning analytics essential for self-directed learning and competency adaptive learning in TKM.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.49-59
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• 2022

This study was conducted to develop a teaching competency scales customized for teaching programs conducted by Center for Teaching & Learning at A University. To achieve this purpose, a preliminary study was set up, which consists of three competency groups (basic competency, practice competency, innovation competency) and 26 learning competency factors through a review of previous studies. In order to verify the reliability and validity of the provisional teaching competency scales, an online survey was conducted on A university teachers in September 2020, The collected questionnaire data were organized and exploratory factor analysis and confirmatory factor analysis were conducted. As a result of exploratory factor analysis, 26 teaching competency was reduced to 17. As a result of the confirmatory factor analysis, the model was found to be good, Also, as a result of analyzing the construct reliability and AVE of the confirmed teaching competency factors, all 17 factors showed a good level of .7 or more. The teaching competency scales developed through this study can be used as basic data for performance evaluation and development of new programs of CTL teaching program.

• Journal of the Korean Society of Radiology
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• v.16 no.6
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• pp.807-813
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• 2022

In order to foster creative convergence talents in the era of the 4th industrial revolution, universities are changing from knowledge-oriented education to competency-oriented education, and the maker education program is attracting attention as a new educational method. Through maker program education, we tried to find out the level of convergence, creativity, caring, and communication competencies. A survey was conducted from May 2nd to May 13th, 2022 for 2nd and 3rd grade students in the Department of Radiology and Sports and Leisure who participated in the Maker Education Program at S University in Daegu City. Research results Convergence competency is 3.35 ± 0.78 points before maker program education, 4.37 ± 0.61 points after education, creative competency is 3.28 ± 0.78 points before maker program education, 4.07 ± 0.69 points after education, and caring competency is 3.71 ± 0.80 points before maker program education Points, 4.25 ± 0.64 points after training, and communication competency were 3.61 ± 0.70 points before maker program training and 4.16 ± 0.63 points after training. There was a statistically significant level difference in all four competencies compared with before training, and the level after training was improved (p<0.05). Through the operation of the maker education program, it was possible to see the effect of cultivating convergence, creativity, caring, and communication competencies. The maker education program can be seen as education for nurturing creative convergence talents in the era of the 4th industrial revolution, and I think that various maker education programs should be operated for more university students.

• International journal of advanced smart convergence
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• v.7 no.4
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• pp.121-127
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• 2018

This paper develops and builds an Integrated Assessment System for National Competency Standard Professional Basic. The integrated evaluation system for basic job competency in the National Competency Standards is developed to conduct examination by means of computers, smartphones and tablet PCs. The system can be used for the basic job competency test, examination for online cyber universities, job competency examination for enterprises, and the listening, reading, and speaking test in the foreign language proficiency examination and is even better in terms of facility investment and saved operating costs as well as efficient use of spaces in comparison with conventional evaluation schemes. Even greater synergy effects can be achieved by providing support for the integrated evaluation system for basic job competency in connection with the NCS qualification system. The evaluation system has been tested and practiced at a specialized high school and can be applied to the NCS education evaluation of the college and four-year college and to the selection examination of new employees of the company.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.6
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• pp.1546-1555
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• 2015

This study was performed to analyze the item characteristics of competency inventory for designer (CID), which Gil (2011) developed for measurement of design competency. To accomplish the purpose of this study, general partial credit (GPC) model based on polytomous item response theory was applied. The findings were as follows: First, CID is a reliable instrument for measuring design competency. Second, most items of CID have low item discrimination and average item difficulty according to the GPC model. Especially, there are some problems to have low item discrimination in view of validation. To improve the goodness of CID, we will need to examine why CID has low item discrimination.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.3
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• pp.374-387
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• 2011

The purpose of this study was to analyze teaching behavior based on the learner-centered teaching competency. For the study, the related literatures were reviewed focusing on the experiences and suggestions in developing of learner-centered teaching competency. In addition, interviews with 6 professors were conducted and their teaching design were analyzed. The keys of analysis were perspective of teaching behavior, self-monitoring of teaching behavior, consulting of teaching behavior based on the learner-centered teaching competency. The findings of this study were as follows; most of professors recognized correlations of teaching and learning. But, there were some barriers co-work of learners in teaching behavior.

• Journal of Korean Home Economics Education Association
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• v.28 no.4
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• pp.123-137
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• 2016

This study's aim is to examine child's life competency that middle high school parents perceive and study the influence of parenting stress, parent efficacy, depression, parent education participation on child's life competency. The study was conducted towards parents who have children attending middle school and high school in Dae-jeon. Official cooperation documents were sent to middle schools and high schools located in Dae-jeon in April, 2013. Surveys were sent by e-mail and a total of 800 replies (excluding those with missing data) collected throughout December 10th to 20th, 2013 were used in the final data analysis. SPSS 23.0 and AMOS 23.0 programs were used for analysis and subject's general characteristics and percentage were analyzed. Pearson's product moment correlation coefficient was used in order to examine the variant's relation. Path model analysis was used to study variant's path and direct and indirect effects of the paths were analyzed as well as the significance. The study's results showed that child life competency and related variants had a high correlation and path model analysis showed that parenting stress, parent efficacy, depression, participation of parent education had a direct and indirect influence on child's life competency. Parenting stress has influence on parent efficacy and depression, but parent education has a different influence on child's life efficacy according to participation. Based on these results, policy suggestions are made throughout family academic perspectives in order to enhance child's life competency.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.649-665
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• 2018

In this study, we extracted the core competencies of makers through the analysis of critical incident technique and behavioral event interview to explore the nature and attributes of maker education, and then we developed a maker competency model based on these core competencies. As a result, six competency groups and 23 sub-competencies were extracted. In other words, we were able to confirm the existence of integrated thinking competency group consisting of four competencies made up of 'analytic thinking', 'intuitive thinking', 'visual thinking', and 'empirical thinking' and that of collaborative competency group with four competencies of 'sharing', 'communication', 'conflict management', and 'scrupulosity'. In addition, we could also confirm the existence of making mind competency group, which is composed of four competencies namely 'interest in various areas', 'challenge consciousness', 'failure management', and 'pleasure of the making process'. We could also confirm that human-centered competence group consisting of two competencies of 'humanity' and 'user-oriented' and the problem-finding competence group consisting of two competencies of 'observation' and 'recognition of discomfort in daily life'. Lastly, the making practice competency group is composed of seven competencies: 'understanding making tool', 'understanding electricity', 'understanding programming', 'planning', 'hand knowledge', 'information search', and 'direct execution'. We discussed educational implications of these findings.

• The Journal of the Korea Contents Association
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• v.10 no.10
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• pp.464-478
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• 2010

Competency, a frequently mentioned word in connection to the recent education reform, is often used in discussing a paradigm shift from the education focusing on knowledge to the one emphasizing students' adaptability to the real social life. In order to foster talents equipped with practical knowledge and skills geared to the requirements of the jobs, education at college level also need to be improved by reforming the current curricula. This paper aims to develop better ways for college education based on the scrutiny of the pros and cons of the current curricula of colleges. To this end, it reviews preceeding studies on this subject and examines the applicability of the model of competency-based education. We analyse whether this model can be applied to college education or not. By indicating specific ways to apply the standards of the basic-level job competency developed by Human Resources Development Service of Korea to job training courses, the study also aims to contribute to the improvement of education at college.