• Journal of information and communication convergence engineering
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• v.7 no.4
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• pp.419-430
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• 2009

Reading comprehension (RC) systems are to understand a given text and return answers in response to questions about the text. Many previous studies extract sentences that are the most similar to questions as answers. However, texts for RC tests are generally short and facts about an event or entity are often expressed in multiple sentences. The answers for some questions might be indirectly presented in the sentences having few overlapping words with the questions. This paper proposes a conceptual graph matching method towards RC tests to extract answer strings. The method first represents the text and questions as conceptual graphs, and then extracts subgraphs for every candidate answer concept from the text graph. All candidate answer concepts will be scored and ranked according to the matching similarity between their sub-graphs and question graph. The top one will be returned as answer seed to form a concise answer string. Since the sub-graphs for candidate answer concepts are not restricted to only covering a single sentence, our approach improved the performance of answer extraction on the Remedia test data.

• KIPS Transactions on Computer and Communication Systems
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• v.12 no.10
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• pp.291-298
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• 2023

In this paper, we study whether the programming questions of the Informatics·Computer recruitment tests were suitable for selecting teachers with required programming skills. The average points of the programming questions constituted 38%(20.8 points) of the total scores for the entire curriculum based on the results from analyzing the previous questions in the past 5 years. Moreover, the distribution of points for each evaluation criteria within programming and data structure, two exam subjects which have a high proportion of programming questions, demonstrated a large deviation ranging from 0% to 47% and 0% to 53% respectively. In this study, a questionnaire survey was conducted on 31 teachers to examine if the previous programming questions were suitable for measuring teachers' competency in programming abilities required in the actual teaching experience. Computational thinking ability was ranked the highest at 58% in response to the area that needs to be evaluated in the recruitment test. In response to the relevance of previous questions, problem solving ability was ranked the highest at 2.84 on a 5-point scale, but the overall appropriateness was deemed low. C language and Python were regarded as the computer languages suitable to be tested for programming questions with each ranked 55% and 45%. The finding confirms that teachers preferred Python and the incumbent C language to others. Based on the results of the questionnaire, we recommend changes in the programming questions to improve the selection criteria.

• Communications of Mathematical Education
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• v.36 no.2
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• pp.201-227
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• 2022

The purpose of this study was to develop an instrument measuring mathematics anxiety suitable for Korean High school students. In order to achieve this study purpose, the study was conducted according to the procedure of setting components of mathematics anxiety, developing questions, and verifying validity and reliability. First, in order to set the components of mathematic anxiety, previous studies on mathematic anxiety. Through this, six factors of mathematic anxiety were derived. Next, new questions were developed for each of the six constituent factors. The 122 questions were revised and supplemented through two content validity tests, and the final instrument for mathematics anxiety consisted of 49 questions of 6 factors. Finally, to verify the validity and reliability of the measurement instrument for mathematics anxiety, a survey was conducted on 1,848 students from 16 universities in Seoul and the metropolitan area. Next, a validity analysis was conducted with the 1,645 responses, excluding students who answered that there was no mathematics anxiety. As a result of exploratory factor analysis, 15 out of 49 questions were removed. Six factors were named individual characteristics, pressure on achievement, abstraction in mathematics, teaching and learning style, parental attitudes, and cumulative mathematics subjects. As a result of confirmatory factor analysis, the model fit was found to be appropriate, and the convergence validity and discriminant validity were found to be good.

• Journal of the Korean Institute of Landscape Architecture
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• v.38 no.5
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• pp.42-52
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• 2010

This research analyzed the overall issues pertaining to the questions that appear in the professional landscape architect screening system to assess 1he recognition of test-takers when it comes to the test questions in terms of the question objectivity, appropriateness, difficulty level and so forth The purpose of this is to present a set of recommendations so that the screening system can he improved and the professional landscape architect screening system consolidate its position. This in turn can help the professional landscape architect qualification process consolidate its position and improve the status of the landscape area in the industrial field. The research of this study was conducted for the all-round development of Landscape Architecture. The research method was divided into two stages, and a group of experts was leveraged to study subjects that are tested and subjects allocated. A survey was conducted of candidates and certification holders to assess the questions that appear in the test in terms of their level, objectivity, difficulty level, tendency of questions and so forth. Firstly, the study demonstrated that the subjects tested in the professional landscape architect test are different from the testing subjects that are suggested in the enforcement ordinance of the National Technical Professional Law. In addition, o1her problems include the overvaluation of a subject for testing, a lack of objectivity in testing, and difficulty level adjustment of questions. One main reason for many of these kinds of problems is that the questions appeared without thorough review and there is a lack of management concerning the members of the commtittee that develops the question. Accordingly, to make up for these problems, a viable screening system such as the reorganization of subjects that are tested, assigning suitable subjects, securing of question objectivity, and difficulty level of developed questions are necessary.

• Journal of the Korean Society of Fisheries and Ocean Technology
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• v.57 no.4
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• pp.401-409
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• 2021

In this study, an improvement plan was derived by statistically analyzing the system and current status of tests in Korea and survey of seafarers perception in order to improve the expertise of the Korean fishing vessel officer examination. Recently, about 70% of marine accident occurs from fishing vessels. Therefore, it's necessary to improve the examination to reduce marine accidents. As a result, it was identified that an average of 29,265 applicants have applied over the past four years, and among them, 1,833 people have applied for fishing vessel licenses, accounting for 6.3% of the total. According to the result of explanation and response of 115 people, they responded that practical utilization was low, each operation waters has different requirements and it's necessary to improve the contents of the questions for the specialty subject. In addition, inappropriate questions were found in previous exams. To reduce marine accidents caused by human error and to improve the professionalism of fishing vessel officers, it is necessary to adjust the test criteria and ratio with characteristics of fishing vessels and in the long run, institutional improvements such as the distinction between test subjects and licenses are needed.

• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.311-320
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• 2021

At present, the secondary school teacher employment examination(SSTEE) is the only gateway to become a national and public secondary teacher in Korea, and after the revision from the 2014 academic year, all the questions of the exam have been converted to supply-type test items, requiring more definitive, accurate, and solid answers. Compared to the selection-type test items that measure recognition memory, the supply-type questions, testing recall memory, require constant memorization and retrieval practices to furnish answers; however, there is not enough learning tools available to support the practices. At this juncture, this study invented a mobile app, called ONE PASS, for the SSTEE. By unpacking the functional mechanisms of the brain, the basis of cognitive processing, this ONE PASS app offers a set of tools that feature brain-based learning principles, such as a personalized study planner, motivation measurement scales, mind mapping, brainstorming, and sample questions from previous tests. This study is expected to contribute to the research on the development of learning contents for applications, and at the same time, it hopes to be of some help for candidates in their exam preparation process.

• Journal of Engineering Education Research
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• v.15 no.4
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• pp.76-84
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• 2012

The purpose of this study is to develop an evaluation criteria for students' portfolios in an annual intramural contest. To accomplish the purpose, evaluation categories and their questions were developed after previous literature, ABEEK's evaluation guidelines, and eight Universities' evaluation forms were analyzed. Furthermore, experts' validity tests were completed by showing that the evaluation criteria form was validated with a mean score of 4.24. Also, the inter-rater reliability was turned out with a high score of .86. The interview results by evaluators of students' portfolios made the final version of evaluation criteria form include five evaluation criteria categories and their allotted score portions: overall organization(40), personal information(15), certificates and awards(5), curriculum(15), and extra-curriculum(15). The importance of overall organization was discussed from the perspectives of teachers as well as students.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.466-477
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• 2002

It was proposed that proper problem solving practice should improve students' questioning in physics. In the previous researches, improvement in students' questioning was observed after practice of making questions given the examples of desirable questions. In this study, the problem solving strategies used by experts were introduced to students in the form of step-by-step guide to follow in problem solving practice. The directions in the guide were concrete and operational for students to understand the expected behaviors explicitly. It was assumed that students could pinpoint the difficulty specifically through this guide, which would result in positive effects on students' recognition and expression of their own questions. The subjects in this study were college freshmen enrolled in the introductory physics for science or engineering major. The physics problems from the textbook were solved and practiced in the traditional way for controlled group. Worksheets designed to follow experts' problem solving strategies were used for the experimental group. Two groups were taught in the same way during lecture part of the class. Students were asked to describe the difficulties they had during homeworks or tests. Questions in this study means these descriptions written by students although they were not necessarily in the form of interrogative sentences. The questions were analyzed both in quantity and quality. Quantitatively, more students spontaneously turned in their questions in the experimental group than in the controlled group. Regarding the quality, there were more students in the experimental group than in the controlled group who described their difficulties in detail or recognized the need for the procedural knowledge.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.33 no.2
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• pp.89-102
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• 2015

This study contemplates the tendency of the examination questions for History of Korean Landscape Architecture. The study targets the questions of 'Landscape Architecture History' which has been set in the written test for National Qualification Test of a landscape engineer for recent 10 years from 2005 to 2014 and derives analyzable items based on the guidelines of question-setting presented by Human Resources Development Service of Korea. The results of the study are drawn as follows. First, among 5 areas composing Landscape History, the proportion of Korean Landscape questions is getting increased while that of Western ones is decreasing. Second, about 30 traditional trees and 11 types of traditional landscape elements including traditional facilities were shown in Korean Landscape questions. Besides, history, geographic, practical science, horticulture, anthology books and the 25 tradition landscape-related historic documents categorized as the garden painting data were found. And the kings from ancient era to Choseon Dynasty who were associated with the time of palace garden building, the builders or owners of the villas, the authors of the document and Chinese scholars also appeared. Third, there were no the questions of prehistoric times and Balhae Kingdom, whereas those of Choseon Dynasty were dominantly focused. Among the traditional sites of Choseon Dynasty, Byeolseo(villas) were set most, followed by Dosung or Gung-gweol(castle towns or palaces), houses, Nu Jeong Dea(pavilions) and Seowon(local schools) in order. Nak-an eupseong and Yong-ju sa were the only cases for a castle town and a temple each. Fourth, being associated with tradition spaces, the questions asked for understanding the detailed contents of time of sites' construction, builders, location features, building structures, ground plan types and the components s of garden. In addition, as a result of checking whether traditional landscape sites were shown in the set questions in 9 Korean Landscape textbooks, Dongchundang, Pungamjeonsa, Simgogseowon did not appeared. As a result of reviewing the tendency of the examination questions for History of Korean Landscape Architecture, the questions which ask minor facts without generality and which include difficult information and site uncomprehended in the textbook should be reconsidered.

• School Mathematics
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• v.18 no.3
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• pp.503-526
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• 2016

The study aimed at determining the identity of mathematics essay test in the university entrance examination. For this purpose, a document research was conducted for higher order thinking and mathematics essay ability and it analyzed the goal of assessment and the tendency of problem settings and looked into mathematics essay problems of twenty-five universities. As a result, the study found out that evaluation factors of mathematics essay test requires higher order thinking ability including mathematical knowledge and essay ability such as mathematical knowledge, understanding, problem solving, logical and critical thinking, creative ability, power of expression, argument skills. Also, problems from previous mathematics essay tests were set mainly to assess mathematical knowledge, understanding and problem solving. Based on the findings, the past mathematics essay tests in university entrance examination in Korea that require logical and critical thinking, creative ability, power of expression, argument skills were a rather small percentage of questions.