• Education of Primary School Mathematics
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• v.12 no.2
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• pp.63-80
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• 2009

In this study, we analyzed teachers' recognitions of the necessity of mathematical descriptive tests and their practices in the elementary schools. We then suggested several examples of improved formats of the mathematical descriptive evaluation. For analyzing teachers' recognitions and practices of mathematical descriptive assessment, we surveyed 104 elementary school teachers in Seoul. We collected the test items from the schools and analyzed them to find how they are practiced in the schools. The results were as follows. First, most elementary school teachers are basically recognizing the direction and the purpose of mathematical descriptive assessment. Second, the ratio of the descriptive test items was very low compared with the teachers' recognition of necessity of including descriptive items in the tests. Third, the teachers usually made the descriptive items with their colleagues using textbooks, test manuals for teachers, and the references that the office of education provided. Fourth, to enhance teachers' understanding of descriptive assessment, systematic training programs for teachers about the descriptive assessment should be continued. Finally, the office of education and research institutes should provide various types of test items and more teacher training programs on descriptive assessments.

• Journal of the Korean Chemical Society
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• v.59 no.5
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• pp.445-453
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• 2015

In 2005, descriptive assessment was introduced to increase students’ higher mental ability like problem-solving ability and creativity. Every year the ratio of descriptive assessment increases and it is regarded as an alternative evaluation to a multiple-choice item which measures simplicity knowledge. Externally the descriptive assessment took a root in school, but we can’t say definitely that it meets its original goal. In this paper, science descriptive assessment items of 5 middle schools in Gyeonggi-do were analysed; examiners was interviewed about how well they understood the characteristic of the assessment items. According to the analysis, characteristic of the items are ① unequal distribution of unit, ② difference of item’s type by unit, and ③ disappearance of measuring higher mental ability. It is considered that there are several factors of these characteristic - the lack of teachers’ ability to make assessment item; understanding of assessment instrument. These factors can be explained by the lack of assessment expertise. So the society’s effort is needed to raise teacher’s ability for the descriptive assessment.

• Journal of Science Education
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• v.42 no.2
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• pp.198-213
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• 2018

In recent years, descriptive evaluation has been gaining importance at school. The purpose of this study is to analyse descriptive evaluation items which have been made by school teachers. 300 items for regular examinations are collected from 7 middle schools (grades 1 through 3) in Gyeongnam Province. Distribution and types of items are examined to compare educational objectives of standard achievements and those of evaluation according to Bloom's revised taxonomy of educational objectives. The result shows that there exist a majority of shared subject units for descriptive evaluation. Huge difference of frequency is also found among subject units and standard achievements. Less than 65% of evaluation items are descriptive and the rest is simple completion or short answers. In addition, it reveals only 40.3% of agreement between educational objectives of standard achievements and those of evaluation items. The interviews with 27 teachers indicate that lack of ability to develop proper items and grading are the major obstacles. In conclusion, systematic training courses are to be provided in order to resolve issues over descriptive evaluation.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.63-95
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• 2012

Since performance assessment was implemented for 10 years, a survey has been carried out from 212 elementary school teachers in Seoul area in terms of their perception and status about descriptive assessment. As results, most of teachers agreed strongly that using constructed-response items is necessary for assessment, and they showed that purpose of using constructed-response items in their mathematics classrooms was to evaluate accurately student achievement in accordance with learning objectives in mathematics and they referred mainly to items which they modified from problems or items in the textbook when they generate constructed-response items. In addition, they considered level of difficulty in creating constructed-response items mostly. Moreover, they indicated that the effects of assessment through constructed-response items would be improvement of students' problem solving and reasoning skills.

• The Mathematical Education
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• v.53 no.4
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• pp.509-524
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• 2014

This study was to investigate the types of errors and the frequency of errors to understand students' solving process on the descriptive items with the students of an excellent high school which located in a non-leveling local school district of Gyunggi Province. All 11 items were developed in the equation of a circle and 120 students who attended this high school participated in solving them. The result showed a tendency as follows: Logically invalid inference(Type A, 38.83%) of errors, Omission error of the problem solving process(Type B, 25%), Technical error(Type C, 15.67%), Wrong conclusion(Type D, 11.94%), Use of wrong theorem(Type E, 5.97%), and Use of wrong picture(Type F, 2.61%). The logically invalid inference the students showed with a largest tendency was made because of the lack of reflection. This meant that this error could be corrected in a little treatment of carefulness.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.14 no.4
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• pp.429-436
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• 2007

Purpose: This study was conducted to identify the knowledge, attitude and self-confidence of student nurses regarding control of nosocomial infections and to provide data for preparation of an efficient policy and education program regarding nosocomial infections. Method: A descriptive survey design was utilized, and, using a questionnaire, which included 15 items for knowledge, 81 items for attitude, 81 items for self-confidence, data were collected from 520 student nurses. Descriptive statistic, t-test, one-way ANOVA and Pearson's correlation coefficients, and Stepwise multiple regression analysis were used with SPSS win 12.0 to analyze the data. Results: The mean score for knowledge was 0.63, for attitude, 4.38 and for self-confidence, 3.50. There was a significant positive correlation between knowledge, attitude and self-confidence in control of nosocomial infections. Attitude, practical attitude, and education were significant factors affecting self-confidence regarding nosocomial infection control. Conclusion: These research findings should be useful in promoting continuous and repeated educational programs on nosocomial infection for student nurses.

• The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology
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• v.19 no.3 s.31
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• pp.134-145
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• 2006

Objective : This study was carried out to investigate what type of assumption and conditions are needed for the application of various statistical techniques such as descriptive statistics, t-test, analysis of variance, correlation analysis, regression analysis and chi-square test and to evaluate that they are used correctly in the research process. Methods : One more methods of statistical analysis were used in 91 papers among 162 papers selected from the journal of Korean oriental medical Ophthalmology & Otolaryngology & Dermatology from April 2003 to December 2005. So we analysed the type of statistical analysis method in 91 papers(clinical and experimental study) and assessed the their validity of statistical techniques by the check list consisting of 34 items(3 items for validity assessment of descriptive statistics, 6 items for t-test, 7 items for analysis of variance, correlation analysis and regression analysis, respectively, 4 items for chi-square test) Results : 1. The type of 65(40%) cases is experimental trial, the type of 55(34%) cases is case report, the type of 26(16%) cases is clinical trial and the type of 16(10%) cases is review, in 91 papers using statistical techniques among 162 papers selected from the journal of Korean oriental medical Ophthalmology & Otolaryngology & Dermatol-ogy from April 2003 to December 2005. 2. One more methods of statistical analysis were used in the experimental and clinical study. When we classified 125 units using statistical analysis methods in 91 papers according to statistical techniques such as descriptive statistics, t-test, analysis of variance, correlation analysis, regression analysis and chi-square test, the number of independent sample t-test is 33(26%), the number of only descriptive statistics is 28(22%), the number of independent sample t-test is 33(26%), the number of only descriptive statistics is 28(22%), the number of one way ANOVA is 15(12%), the number of non-parametric test 10(8%). 3. After carrying out one way ANOVA, the number of using multiple comparison methods is 15(Scheffe:6(26%), Duncan:4(17%), Dunnett:3(13%), Tukey:2(9%)) out of 23 (total case carrying out one way ANOVA). 8(35%) out of 23 did not enforce multiple comparison methods after carrying out one way ANOVA. 4. From the assessment of validity about 63 cases using statistical techniques(except descriptive statistics), 5(8%) cases are proper, the other 58(92%) are improper, so we recognized a serious misuse of statistical application in our journal. 5. The number of case below 10 sample size in experimental and clinical study(except descriptive statistics) is 31(34%) and frequent. Also the number of case containing no mention of sample size is 41(45%, including culture study). 6. For example of statistical error, there are wrong choice of statistical technique, lack of check on standard assumption(such as standard distribution, equivariance, independence), and so on. Conclusions : We investigated the validity of statistical analysis methods in our journal by check list consisting of 34 items and suggested correct statistical analysis methods. We should practice the spread of education about statistical analysis methods and precis application, enhance objectivity and reliability of our thesis and further correspond with purpose of scientific study.

• Journal of The Korean Society of Integrative Medicine
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• v.7 no.3
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• pp.41-50
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• 2019

Purpose : The goal of this descriptive research study was to identify the relationship between t relative deprivation, absolute deprivation, self-esteem, self-efficacy, and social support of university students and their show-off behavior on social network services (SNSs), as well as to identify the influencing factors. Methods : The research tools consisted of 8 items for general characteristics, a measure of deprivation (9 items for relative deprivation and 8 items for absolute deprivation), 15 items for show-off behavior on SNSs, 10 items for self-esteem, 25 items for social support, and 20 items for self-efficacy. Data analysis was performed using the SPSS 22.0 program for the descriptive statistics, t-test, ANOVA, Pearson's correlation, and stepwise multiple regression. Results : The results showed relative deprivation (B=.102, t=4.060, p<.001) was the most important factor in show-off behavior on SNSs for university students. Furthermore, social support (B=-.178, t=-3.099, p=.002), absolute deprivation (B=-.175, t=-4.284, p<.001), and self-esteem (B=-.212, t=-2.490, p=.014) accounted for 21.5% of the explanatory power (F=14.215, p<.001). Conclusion : The study findings revealed that relative deprivation is the most important factor in the show-off behavior of university students on SNSs. Social support, absolute deprivation, and self-esteem were also identified as factors that affect their show-off behavior on such services. This study aims to contribute to the effective program progress by providing basic data for the development of the show-off behavior on SNSs intervention and prevention programs to reduce the side effects of various the show-off behaviors on SNSs of university students.

• Journal of the Korean Society for Library and Information Science
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• v.54 no.3
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• pp.165-186
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• 2020

Although BIBFRAME is recognized as a new bibliographic standard that can replace the existing MARC structure, the vastness of the descriptive items shows many limitations to be applied in library communities. Thus this study proposed separating the descriptive levels of BIBFRAME as a way to enhance the applicability of BIBFRAME. The descriptive level of BIBFRAME was divided into three stages: core, standard, and detailed levels based on the bibliographic area of ISBD 2011. This separation was semantically implemented using RDF/RDFS syntax. The levels of description in BIBFRAME was defined as Class Granularity and Class Element, and the Property Relation was defined for the linkage between the Classes defined and the BIBFRAME. By applying this syntactic structure, the relationships between the BIBFRAME descriptive items separated by each descriptive level could be linked with each other. This approach is expected to ensure applicability in the creation and sharing of bibliographic data using BIBFRAME.

• Journal of Science Education
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• v.38 no.3
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• pp.670-690
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• 2014

The purpose of this study was to analyze paper and pencil test items of life science I in high school to diagnose problems of the test items developed by teachers, and to provide some implication for better assessment. 690 selection-type items and 162 supply-type items in life science I were collected from 10 general high schools. In the analysis of test items, the ratio of the selection-type item and the supply-type item was 81:19 in the number of items based on item type, while the ratio was 74.4:25.6 in the distribution of marks, indicating that the distribution of marks compared to the number of items was higher in the supply-type items. In the analysis by the Bloom's revised taxonomy of educational objectives, the items of 'conceptual knowledge' in the knowledge and those of 'understanding' in the cognition process were shown most in both the selection-type item and the supply-type item. In the analysis by the science assessment frameworks of NAEA, the items of 'knowledge' were shown 9 times more than those of 'inquiry'. When compared to the level of difficulty presented in the two-way specification table and the percentage of correct answers in the selection-type item, the concurrence was 41.5%. When compared to the ratio of number of items based on the item type of the supply-type items, the short-answer items were 34.0%, the descriptive items were 61.1%, and the drawing items were 4.9%. The drawing items were mainly developed in the unit of 'Cells and Continuity of Life'. When the descriptive items were classified by the acceptance of response, all the items were 'response restricted' type, and the items of 'restricted in content range' type among them were highest. When the items were classified by presentation of data, the items of 'presentation of data' type were highest(65.4%), and when classified by type of question, the items of 'knowledge description' type were highest(80.4%). In conclusion, it is needed to develop items belonging to 'inquiry' area more in the school, and to increase the ratio of the descriptive items, presenting various types of items.