• Journal of The Korean Association of Information Education
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• v.5 no.2
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• pp.268-278
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• 2001

This study is design and implementation of diagnosis module using item response theory to assess level of student's knowledge in web-based instruction systems. Item response theory uses responses to items on a test or survey questionnaire to simultaneously locate both the items on the latent trait defined by the set of items while simultaneously scaling each item on the very same dimension. Existing method of measurement in web-based instruction system provided dichromatic learning after to be assess just with the total scores of exam. This measurement has an error that do not consider the level of student's knowledge. Moreover, this method can't perform an exact diagnosis of student knowledge and make student modeling to construct intelligent tutoring system. In this study, we present that design and implement a diagnosis module using item response theory to assess level of student's knowledge in web-based instruction systems

• Educational Technology International
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• v.6 no.2
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• pp.23-41
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• 2005

One of the main factors that determine the quality of instruction is the teaching ability of the instructor administering the class. To evaluate teaching ability, methods such as peer review, student feedback, and teaching portfolio can be used. Among these, because feedback from the students is directly associated with how well the students feel they have learned, it is essential to improving instruction and teaching ability. The principal aim of instruction evaluation lies in the evaluation of instructor's qualification and the improvement of instruction quality by enhancing professionalism. However, the mandatory instruction evaluations currently being carried out at the term's end in universities today have limitations in improving instruction in terms of its evaluation items and times. To improve the quality of instruction and raise teaching abilities, instruction evaluations should not stop at simply being carried out but also be utilized as useful data for students and teachers. In other words, they need to be used to develop teaching and improve instruction for teachers, and consequently, should also exert a positive influence on students' scholastic achievements and learning ability. The most important thing in evaluation is the acquisition of accurate information and how to utilize it to improve instruction. The online instruction diagnosis item pool is a more realistic feedback device developed to improve instruction quality. The instruction diagnosis item pool is a cafeteria-like collection of hundreds of feedback questions provided to enable instructors to diagnose their instruction through self-diagnosis or students' feedback, and the instructors can directly select the questions that are appropriate to the special characteristics of their instruction voluntarily make use of them whenever they are needed. The current study, in order to find out if the online instruction diagnosis item pool is truly useful in reforming and improving instruction, conducted pre and post tests using 256 undergraduate students from Y university as subjects, and studied the effects of student feedback on instructions. Results showed that the implementation of instruction diagnosis improved students' responsibility regarding their classes, and students had positive opinions regarding the usefulness of online instruction diagnosis item pool in instruction evaluation. Also, after instruction diagnosis, analyzing the results through consultations with education development specialists, and then establishing and carrying out instruction reforms were shown to be more effective. In order to utilize the instruction diagnostic system more effectively, from planning the execution of instruction diagnosis to analyzing the results, consulting, and deciding how those results could be utilized to instruction, a systematic strategy is needed. In addition, professors and students need to develop a more active sense of ownership in order to elevate the level of their instruction.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.134-149
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• 2022

This study aims to identify the student assessment competency of the three elementary science teachers and investigate strategic measures to improve them. The study progressed as a qualitative case study method. A self-awareness checklist and in-depth interviews were conducted to collect data. The data analysis was reviewed and agreed upon by two process-focused assessment-leading teachers and two elementary science education experts. Consequently, the level of self-awareness of student assessment competency of the three participants was relatively high. However, the scale average of the feedback area was the lowest on average. The student assessment competency of the participants showed different levels and characteristics. Additionally, some inconsistencies between perception and practice were found. Strategic support and education are needed to enhance elementary science teachers' student assessment competency, and the development of self-diagnosis tools should proceed.

• English Language & Literature Teaching
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• no.3
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• pp.13-42
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• 1997

The purpose that the curriculum appropriate for the student's level pursues is to offer to a student the curriculum that can satisfy the student's interest, aptitude, and requirements. This curriculum has recently enforced all over the country, but the careful research and the plan for verification on its effect are required so that it may accomplish its purpose. This study, centered on the reading comprehension ability of Freshman English of the High School, aims to suggest a more desirable procedure for organizing and enforcing the curriculum appropriate for the students' level. In order to provide the best curriculum appropriate for the student's level. (1) the diagnosis of the individual student's level should be made first ; (2) the syllabus focused both on the grammar and on the communicative functions should be prepared ; (3) the teaching material on the basis of the syllabus should be selected considering the student's interest. and requirements. The new method of teaching-learning English should also be developed with the enforcement of the new curriculum discussed here. The curriculum appropriate for the student's level has many kinds of problems but these disadvantages should be overcome for providing the better educational system for the individual student.

• ETRI Journal
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• v.39 no.5
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• pp.662-671
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• 2017

Coronary artery disease (CAD) is a major cause of death in the world. As a non-invasive imaging modality, computed tomography angiography (CTA) is now usually used in clinical practice for CAD diagnosis. Precise quantification of coronary stenosis is of great interest for diagnosis and treatment planning. In this paper, a novel cluster method based on a Modified Student's t-Mixture Model is applied to separate the region of vessel lumen from other tissues. Then, the area of the vessel lumen in each slice is computed and the estimated value of it is fitted with a curve. Finally, the location and the level of the most stenoses are captured by comparing the calculated and fitted areas of the vessel. The proposed method has been applied to 17 clinical CTA datasets and the results have been compared with reference standard degrees of stenosis defined by an expert. The results of the experiment indicate that the proposed method can accurately quantify the stenosis of the coronary artery in CTA.

• The Mathematical Education
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• v.38 no.2
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• pp.145-157
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• 1999

Ability diagnosis is similar to medical diagnosis from a number of perspectives. However, a medical diagnosis is carried out by a direct observation through medical apparatuses, while an ability diagnosis is made by an indirect observation in the from of testing. In this respect, ability diagnosis is more difficult than medical diagnosis. Confined to middle school 1st year Mathematics, we collected survey data in 1996 from monthly tests. The data consist of student responses to diagnosis results on their abilities and of the effects of catch-up guidances for individual students which are provided based on their ability diagnosis outcomes. We analyzed the data and summarized the result in the paper. One of the main results is that the ability diagnosis as used in the paper has a very positive effect on catch-up study. But it is important to note that the effects vary across the ability groups, the effect appearing weaker in the lower ability group than in the higher ability group. This calls our attention to the need that the ability diagnosis and guidance for the catch-up study be differentiated among ability groups.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.17 no.12
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• pp.3266-3285
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• 2023

With the popularity of online learning, intelligent tutoring systems are starting to become mainstream for assisting online question practice. Surrounded by abundant learning resources, some students struggle to select the proper questions. Personalized question recommendation is crucial for supporting students in choosing the proper questions to improve their learning performance. However, traditional question recommendation methods (i.e., collaborative filtering (CF) and cognitive diagnosis model (CDM)) cannot meet students' needs well. The CDM-based question recommendation ignores students' requirements and similarities, resulting in inaccuracies in the recommendation. Even CF examines student similarities, it disregards their knowledge proficiency and struggles when generating questions of appropriate difficulty. To solve these issues, we first design an enhanced cognitive diagnosis process that integrates students' affection into traditional CDM by employing the non-compensatory bidimensional item response model (NCB-IRM) to enhance the representation of individual personality. Subsequently, we propose an affection-enhanced personalized question recommendation (AE-PQR) method for online learning. It introduces NCB-IRM to CF, considering both individual and common characteristics of students' responses to maintain rationality and accuracy for personalized question recommendation. Experimental results show that our proposed method improves the accuracy of diagnosed student cognition and the appropriateness of recommended questions.

• Journal of the korean academy of Pediatric Dentistry
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• v.47 no.3
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• pp.293-302
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• 2020

The purpose of this study was to evaluate the applicability of virtual reality simulation after experience of dental caries diagnosis for dental students before exposing to clinical pediatric practice. A pediatric patient model of a five-year-old child with primary dentition was developed and a caries model that is amenable to VR(virtual reality) diagnosis was organized and set-up. The dental student's were allowed to use the simulated model for fifteen minutes and their experiences were evaluated using a self-reported questionnaire to evaluate presence and usability of this application. Overall, virtual presence and appearance area of the simulation were highly scored. The result indicates that the VR model has no significant difference from the actual clinical caries regardless of grade of students, gender and VR experience. If the prototype is continuously advanced, its applicability in dental education will increase.

• School Mathematics
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• v.10 no.2
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• pp.259-277
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• 2008

Conventional assessments only provide a single summary score that indicates the overall performance level or achievement level of a student in a single learning area. For assessments to be more effective, test should provide useful diagnostic information in addition to single overall scores. Cognitive diagnosis modeling provides useful information by estimating individual knowledge states by assessing whether an examinee has mastered specific attributes measured by the test(Embretson, 1990; DiBello, Stout, & Rousses, 1995; Tatsuoka, 1995). Attributes are skills or cognitive processes that are required to perform correctly on a particular item. By the results of this study, students, parents, and teachers would be able to see where a student stands with respect to mastering the attributes. Such information could be used to guide the learner and teacher toward areas requiring more study. By being able to assess where they stand in regard to the attributes that compose an item, students can plan a more effective learning path to be desired proficiency levels. It would be very helpful to the examinee if score reports can provide the scale scores as well as the skill profiles. While the scale scores are believed to provide students' math ability by reporting only one score point, the skill profiles can offer a skill level of strong, weak or mixed for each student for each skill.

• The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology
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• v.23 no.2
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• pp.163-173
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• 2010

Objectives : The purpose of this study is to survey the needs of oriental medical students about the existing teaching methods and to investigate satisfaction of student-oriented teaching & learning method on the oriental medical ophthalmology & otolaryngology class. Methods : 1. Oriental medical ophthalmology & otolaryngology were studied by student-oriented teaching method with 36 persons( 4th grade, school of Oriental medicine). 2. The satisfaction of school lesson was surveyed with questioning paper before & after applying student-oriented teaching & learning method. Results : 1. 88.9% students replied that the general teaching method is a lecture at school of oriental medicine. 2. They replied that Problem based learning(36.1%) & Team based learning(22.2%) are more effective teaching methods than lecture(19.4)%). 3. 66.6% students replied about the necessity of improvement of major subject's teaching method. Conclusions : 1. The interest & understanding degree were improved compare with other class by lecture. 2. It was positive about the interaction with professor and students(64.8%). 3. It was positive about the diagnosis and treatment of patients in the future(64.7%). 4. It was negative about the present national examination(67.6%). 5. Meditation was helpful at classwork(64.7%).