• 한국수학교육학회지시리즈D:수학교육연구
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• 제7권3호
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• pp.163-189
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• 2003

The purpose of this study is to develop a test, which can be used in creative problem solving ability in mathematics of the mathematically gifted and the regular students. This test tool is composed of three categories; fluency (number of responses), flexibility (number of different kinds of responses), and originality (degree of uniqueness of responses) which are the factors of the creativity. After applying to 462 middle school students, this test was analyzed into item analysis. As a results of item analysis, it turned out to be meaningful (reliability: 0.80, validity: item 1(1.05), item 2(1.10), item 3(0.85), item 4(0.90), item 5(1.08), item difficulty: item 1(-0.22), item 2(-0.41), item 3(0.23), item 4(0.40), item 5(-0.01), item discriminating power: item 1(0.73), item 2(0.73), item 3(0.67), item 4(0.51), item 5(0.56), over the level of a standard basis. This means that the test tool was useful in the test process of creative problem solving ability in mathematics

• 한국수학교육학회지시리즈C:초등수학교육
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• 제8권2호
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• pp.61-68
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• 2004

The purpose of this study is to develope and analyze the assessment items which can be used in evaluation of the fraction computation ability for fifth grade students. The item development team consists of three elementary school teachers and three mathematics education expert. The developed items was analyzed item analysis after applying to 135 fifth grade students. As a results of item analysis, it shows meaningful over the level of a standard basis: reliability: 0.80; validity: item 1(1.05), item 2(1.10), item 3(.85), item 4(.90), item 5(1.08); item difficulty: item 1(-.22), item 2(-.41), item 3(.23), item 4(.40), item 5(-.01); item discrimination: item 1(.73), item 2(.73), item 3(.67), item 4(.51), item 5(.56). This means that the test tool could be useful in the evaluation of the fraction computation ability.

• 복식문화연구
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• 제15권2호
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• pp.339-351
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• 2007

Many off-line fashion brands currently has construct hompage in the form of digital contents at the website. The purpose of this study is to confirm that fashion item of avartar can be applicate to react for consumer desires by a process of construction for hompage digital contents of fashion brand, and develop various avartar fashion item to satisfy consumer's wants using the computer graphics. The results of this study are as followings. First, it should be the first to decide whether hompage contents can be used for any purposes. And it will offer initial brand concept, followed by the contents of event, blog, avatar, fashion information. Second, portal sites currently service avatar fashion item, but it just bounds the limit of indirect effect. Many fashion brands face a challenge to differenciate themselves, so avatar fashion item should be planned to coordinate the contents and brand concept. Also it is certainly possible that fashion brand communicates larger consumers with a avartar fashion item that appeal to a consumer's sensibility. Third, this study propose design development and application as 3 of the avartar fashion item using the computer graphics. Avatar Fashion item using the computer graphics was presented by application as promotion through event garment, item coordinate, cellular phone service.

• 아동학회지
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• 제5권
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• pp.53-64
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• 1984

The purpose of this research was to supplement the preceding study and to examine the feasibility of standardizing the Bayley Scales of Infant Development (BSID) for Korean infants. The subjects of this research were 93 healthy infants at 1-12 months of age living in Seoul. Seventy were the same infants as the subjects of the preceding research. Statistical analysis of the results was done by Item analysis and scalogram analysis using Green's method. The scalability of the BSID for Korean infants was .78 on the mental scale and .8l on the motor scale. Item order by counting positive responses was slightly different from the original BSID item order. On the feasibility of standardization of the BSID in Korea, the results showed that: 1) The BSID is scalable for Korean infant development, and 2) The BSID needs correction in item rank order.

• International Journal of Human Ecology
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• 제5권2호
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• pp.13-29
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• 2004

Ryff's(1989) psychological well-being measure is used to assess and sometimes compare Korean and American adults, however, there is no information regarding whether its dimensions are psychometrically invariant across, whether its items provide sufficient information for, and whether each item measures identical trait levels in, the two nations. Confirmatory factor analysis on response 1,696 Korean and 3,669 American adults, gave to the measure revealed lack of fit and absence of factorial invariance across the two nations. Item response theory revealed significant variance for items on each factor across two countries that most items yielded limited psychometric information. And that each item measure different trait levels, suggesting that in its present form, the measure might lead to misleading results for, and across the two nations.

• 아동학회지
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• 제23권4호
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• pp.199-213
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• 2002

This preliminary study aimed to develop 3 assessment scales for self-evaluation by day care directors and teachers. The development of major areas of evaluation and items as well as evaluation criteria for each item was based on the analysis of related research and major evaluation instruments. A panel of experts in early childhood education examined the contents. The 3 preliminary scales were administered in 87 day care centers; data were analyzed by item response distribution, item discrimination, and reliability of the scales. Items indicating low item discrimination were deleted and minor revisions were made to improve psychometric characteristics of each scale. The final version of the 3 scales is valid for use as self-evaluation instruments by day care directors and teachers.

• Child Health Nursing Research
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• 제12권3호
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• pp.333-340
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• 2006

Purpose: This study was to restandardize the Child Development Review (CDR) which was developed by Dr. Ireton and based on Child Development Inventory (CDI). Method: The participants were 1143 children who were aged 12months to 6.3years old and parents. They were the sample for standardization study of CDI. The age level assigned to each item of Korean version of CDI were assessed. The reliability and validity was analyzed by reliability coefficient and concurrent validity analysis. Result: The item set was revised by the age level of each item at which at least 75 percent of parents answered YES to the statement. The child development chart was composed of 100 item which include social, self-help, gross motor, fine motor, and language sector. The internal consistency coefficient of the instrument was .93. The concurrent validity with Korean Denver II was good. Conclusions: The Korean version of CDR showed good reliability and validity. It could be utilized for developmental screening at pediatric clinic and child care center.

• 패션비즈니스
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• 제23권3호
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• pp.1-9
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• 2019

The purpose of this study was to develop questions for fashion design development, by applying 7 elements of the scamper to the fashion design elements, and to present a scamper checklist of fashion design elements, and item structures. In this study, the scope of research was limited to clothing design among various fashion products, and among various design development stages. Fashion design development focusing on design sketching, was limited to the research scope. The research method was based on an empirical study that derived scamper questions through FGI (Focus Group Interview), consisting of 5 fashion experts. Fashion design elements applied to development of scamper questions consisted of silhouettes, constructive lines, structural details, decorative details, patterns and textures of fabrics, and item structures, derived by applying these elements to the individual 7 elements of the scamper: substitute, combine, adjust, modify, put to other uses, eliminate, and reverse. Results of the study included 7 questions for substituting, 8 questions for combining, 6 questions for applying, 15 questions for modifying, 4 questions for putting to other uses, 4 questions for eliminating, and 7 questions for reversal. The scamper checklist for fashion design elements and item structures drew to 5 lists of silhouette variations, 7 lists of constructive line variations, 11 lists of structural detail variations, 10 lists of decorative detail variations, 11 lists of fabric variations, and 9 lists of structural modifications of items.

• 아동학회지
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• 제19권2호
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• pp.77-96
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• 1998

The purpose of this study was the development of a scale to assess the daily hassles of school age children. The subjects were 398 third and sixth grade children selected from elementary schools in Seoul, Inchon, Taejon, Kwangju and Pusan. Instruments included a questionnaire composed of a 96-item Daily Hassles Coping Scale, demographic questions, a 27-item Children's Depression Inventory, the 42-item Han & Yoo Daily Hassles Scale for Children, and a 30-item Children's Behavior Check List for mothers. Mean, %, ${\chi}^2$, Cramer's V, Cronbach's ${\alpha}$, factor analysis and Pearson's r were used for data analysis. 82 items from the 96-item Daily Hassles Coping Scale were selected through the item discriminant method. (Cramer's V discriminant coefficients ranged from .36 to .79). Five factors were extracted from the lst and 2nd factor analyses. Subscales were "parent-related," "friend-related I," "study-related," "friend-related II," and "teacher-related" stress. Criterion validity of the 82-item scale was confirmed through significant correlations with the Children's Depression Inventory (r=.55) and the Han & Yoo Daily Hassles Scale for Children (r=.22). Internal consistency of this scale was high, including internal reliability of subscales. These results confirm this scale as a valid and reliable measure of daily hassles of school age children.

• 영어어문교육
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• 제16권4호
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• pp.153-184
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• 2010

On the bases of the 5 principles and the 4 criteria for designing and developing of the listening and the reading test of National English Ability Test (NEAT), this study presents Item-Types Decision-Making Model as a blueprint for designing and constructing the two tests. It sets up the criteria for validating item types, designs a modular type of test specifications, constructs an item-types bank, and specifies a complementary type of test specifications of the two tests. To gather all these threads up, it constructs Item-Types Decision-Making Model which consists of such components as the item-type pool, the validity criteria and the procedures of testing item types, the item-types bank, the modular and the complementary type test specification. Thus, it shows how the Model works in developing and constructing the two level-differentiated listening and reading tests (the 2nd and the 3rd rank) of NEAT. Finally, it discusses some implications and applications of the Model to the two level-differentiated tests (the A and the B type) of 2014 CSAT (College Scholastic Ability Test) systems, National Assessment of Educational Achievement (NAEA), and classroom testing. In conclusion, Item-Types Decision-Making Model functions as a testing template in an item development system and as a matrix in an item-types bank system.