• Korean Journal of Clinical Pharmacy
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• v.30 no.2
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• pp.127-133
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• 2020

Competencies of entry-level pharmacists are evaluated by multiple-choice questions (MCQ) examination and objective structured clinical examination (OSCE). OSCE helps to evaluate student's communication skills and attitudes, which are difficult to evaluate by the MCQ exam. In Korea, pharmacy OSCE is not implemented; however, the needs of OSCE is growing. This study proposed OSCE exam contents and exam methods that can be implemented in colleges of pharmacy. Further study is needed to develop OSCE scenarios and questions, validate examination questions and evaluation methods by performing a pilot study, and provide feedback on the curriculum and study methods.

• The Mathematical Education
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• v.57 no.3
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• pp.197-213
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• 2018

Descriptive problems can be used to grow student's ability of thinking logically and creatively, because it shows if the students had a reasonable way of thinking. Rate of descriptive problems is increasing in middle and high school exams. However, students in middle and high schools are generally used to answering multiple-choice or short-answer questions rather than describing the solving process. The purpose of this paper is to gain a theoretic ground to increase the rate of descriptive problems. In this study, students were to solve some multiple-choice problems, and after a few weeks, to solve the problems of same contents in the form of descriptive problems which requires the students to write the solving process. The difference of the scores were measured for each problems to each students, and students were asked what they think the reason for rise or fall of the score is. The result is as follows: First, average scores of 7 of 8 problems used in this study had fallen when it was in descriptive form, and for 5 of them in the rate of 11.2%~16.8%. Second, the main reason of falling is that the students have actual troubles of describing the solving process. Third, in the case of rising, the main reason was that partial scores were given in the descriptive problems. Last, there seems a possibility gender difference in the reason of falling. From these results, followings are suggested to advance the learning, teaching and evaluation in mathematics education: First, it has to be emphasized enough to describe the solving process when solving a problem. Second, increasing the rate of descriptive problems can be supported as a way to advance the evaluation. Third, descriptive problems have to be easier to solve than multiple-choice ones and it is convenient for the students to describe the solving process. Last, multiple-choice problems have to be carefully reviewed that the possibility of students' choosing incorrect answer with a small mistake is minimal.

• Journal of the Korea Society of Computer and Information
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• v.19 no.12
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• pp.267-274
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• 2014

Even though computer based college lecture management system was developed long ago and has been used ever since, developing perfect lecture management is not simple. The main objective of this system is to develop appropriate online lecture supportive management program suitable for college lectures. This system [ADLEMS] mainly focuses on the management of college database lectures, exams, and grades. This system supports management and grading of attendance, reports, quizzes, mid-term, and final exams. Exam management categorizes into multiple choice questions, essay questions, short answer questions, and SQL. Especially for SQL, division analysis was applied when developing grading system for more effective grade management. For essay questions and short answer questions, manual [hand] grading method was used. Every student can verify the grading process in person to alleviate the problems occurring during the grading process.

• Proceedings of the PSK Conference
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• 2003.10b
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• pp.68.2-68.2
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• 2003

We performed this survey to hear Yeungnam University Graduates' opinion on the current curriculum for the purpose of creating an education system of “practically competent person” instead of simply “competent person”. Questionnaire was made up of 13 multiple-choice questions and 1 descriptive question by Curriculum Reform Task Force of Yeungnam University. The survey was administered to randomly chosen 50 graduates by e-mail on August 1, 2003 and was collected between August 1 and August 10, 2003 for the analysis of respondent’s reply. (omitted)

• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.81-100
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• 2002

This study identified concepts of heat and temperature. The study was conducted by 200 pre-service elementary school teachers at J-university. The questionnaire consisted of 11 multiple choice questions regarding equilibrium of heat, amount of heat, conduction, and radiation. The questions were designed to provide reasons based on answers. The results showed a misconception about the direction of heat transfer. A large percentage of individuals surveyed believed temperature was a measure of heat and also thought heat to be an element. They were not able to distinguish between conceptions of heat and conceptions of temperature.

• The International Journal of Costume Culture
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• v.9 no.1
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• pp.52-59
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• 2006

The purposes of this study were to investigate and to compare the actual state of clothing gift giving behavior according to gender. A survey using questionnaire was conducted on 417 university students in the Cheongju area, Korea. The questionnaire was composed of questions concerning demographic factors, clothing gift giving behavior and purchasing behavior, and of multiple choice and 5-point scales depending on the characteristics of the questions. Frequency, descriptive analysis, x$^2$-test and t-test were used for a data analysis. Most of the students had experience of giving the clothing for a gift more than once during the year. They usually purchased the clothing for their parents and Fiends. The items of clothing were low purchasing risk items like sweater, T-shirts, underwear and shirts or blouse. The main reason for purchasing clothing gift for their parents and friends was based on mostly practical motivation.

• Journal of Engineering Education Research
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• v.18 no.5
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• pp.51-58
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• 2015

This research was conducted to assess the effects of an engineering education accreditation program devised by the University of Seoul on higher education outcomes by comparing and analyzing the evaluation results of engineering accredited students (31) and those who are not accredited (47) with the OECD AHELO (Assessment of Higher Education Learning Outcomes) in 2013. The AHELO assessment tool consisted of 25 multiple-choice questions which evaluated generic skill-learning outcomes, also using contextual surveys to establish the students' backgrounds. The results were evaluated statistically. In the results from the multiple-choice exam for generic skill learning outcomes, accredited students scored 1.35 points higher than non-accredited students. Secondly, according to the contextual survey related to students' university education experience, such as lectures, seminars, group projects, and online tutoring, it was found that accredited students were provided more activities in seminars and group projects. Moreover, for class activities, more of these were provided to accredited students, especially in the areas of assortment-structuralization and teamwork-based activities. Thirdly, according to the contextual survey results related to participation in class, specifically regarding asking questions and participating in discussions, interacting with the professor, and opportunities for study time, there were no recognizable differences between accredited and non-accredited students, However, while accredited students at least had opportunities to gain experience in most areas, there were some areas for which education resources were not provided to non-accredited students. Therefore, for the University of Seoul, our results imply that accredited students may show better performance in the areas of academic accomplishment and in their educational environment as compared to non-accredited students. These results demonstrate that the engineering education accreditation program positively contributes to employment competitiveness while also improving the necessary global standards of higher education outcomes.

• Korean Medical Education Review
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• v.15 no.3
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• pp.125-135
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• 2013

Since the establishment of the national medical licensing examination board in 1992, the medical licensing examination system has changed enormously and this has had a number of impacts on examination services. All those reforms were aimed at improving the relevance and reliability of the test. Several attempts of the testing system have appeared in the new examination service, and which have also brought about the changes in the medical school curriculum such as introducing integrated courses instead of traditional subjects, using test scores as a reference to the post-graduation selection test. Some examples of changes in the examination system are as follows: 1) choosing three integrated test subjects and outlines of their reference content instead of 15 academic subjects, 2) adjusting the ratio of multiple choice question items to focus more on the problem solving level, 3) introduction of 'one-best answer' single set and 'extended matching type items, 4) item construction based on real clinical cases and real clinical materials. Recently, a clinical skill test system has been introduced to measure examinees' basic clinical skills competencies. Despite continuing efforts, the examination system still has many issues remaining to be solved. These problems include the differential weighting of test items, appropriate threshold for passing, and practicality of pre-testing to stabilize the passing rate and avoid the hazards of newness and undesirably difficult test items.

• Journal of radiological science and technology
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• v.44 no.6
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• pp.679-688
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• 2021

This study is a questionnaire about the lesson environment that radiation major students prefer in a non-face-to-face live online lesson environment for a total of 133 students, 65 second graders and 68 third graders who are enrolled in the department of radiology at a university located in the Seoul metropolitan area. And checked the satisfactory level by grade. The questionnaire consists of three categories: 1st real-time non-face-to-face lectures, 2nd professor lectures, and 3rd corona lectures. A total of 14 questions, with multiple choice and descriptive response methods. As an evaluation method, in the case of a multiple-choice question, the average was calculated using a 5-point Likert scale. As a result of conducting the independent sample T-test of the SPSS program, the response by grade was P > 0.05, and no significant result was shown by the contents of the questionnaire survey of the second grade. As for the lecture method of the department of radiology after the end of Covid-19 virus, it is better to promote face-to-face lessons in radiation training subjects and non-face-to-face real-time education in subjects centered on radiation theory.

• Korean Journal of Cognitive Science
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• v.28 no.4
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• pp.315-328
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• 2017

Even though assessment using information and communication technology will most likely lead the future of educational assessment, there is little domestic research on this topic. Computerized assessment will not only cut costs but also measure students' performance in ways not possible before. In this context, this study introduces a tool which can overcome the problems of multiple choice tests, which are most widely used type of assessment in current Korean educational setting. Multiple-choice tests, in which options are presented with the questions, are efficient in that grading can be automated; however, they allow for students who don't know the answer, to find the correct answer from the options. Park(2005) has developed a modified multiple-choice testing system (CMMT) using the interactivity of computers, that presents questions first, and options later for a short time when the student requests for them. The present study was conducted to find out if penalizing wrong answers could lower the possibility of students choosing an answer among the options when they don't know the correct answer. 116 students were tested with the directions that they will be penalized for wrong answers, but not for no response. There were 4 experimental conditions: 2 conditions of high or low percentage of penalizing, each in traditional multiple-choice or CMMT format. The results were analyzed using a two-way ANOVA for the number of no response, the test score and self-report score. Analysis showed that the number of no response was significantly higher for the CMMT format and that test scores were significantly lower when the penalizing percentage was high. The possibility of applying CMMT format tests while penalizing wrong answers in actual testing settings was addressed. In addition, the need for further research in the cognitive sciences to develop computerized assessment tools, was discussed.