• Journal of Preventive Medicine and Public Health
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• v.27 no.3 s.47
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• pp.627-651
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• 1994

In this study, literature review was done to examine and compare the current status and problems of different evaluation approaches toward permanent impairment in Korea. Alternatives and improvements in the current approaches in Korea were suggested. Series of cases were also examined to compare different approaches applied to the real cases, using 105 cases from a hospital data and another 207 cases from a insurance company data. The main findings of the literature review are as follows; 1. The current evaluation methods of permanent impairment in Korea are grouped into two categories, grading and rating. Gradings of impairments are expressly specified in 17 various statutes. 2. In Grading methods, the rigid system of 74 different grades has been adopted uniformally for the convenience of administration, which may not be, appropriate or valid from medical and scientifical aspect. 3. The adventage of McBride method is assessment of occupational disability rate. However the classified compensable occupations are only 280 and limited to manufacturing industries in 1960s'of U.S.A., which is not appropriate to current Korean circumstances. Especially, the job list does not include managerial officers or mental workers. 4. AMA Guides is the scientific and reasonable method for the assessment of physical impairment rate. However compensation and reparation of impairment case is difficult because this method cannot assess the disability rate according to occupation, age, etc. The results of cases comparative study are as follows: 5. The physical Impairment could be compared in 167 out of total 312 cases, and for the cases of complex impairment, McBride method underestimate physical impairment rate compared with AM A method. 6. When disability late was assessed, occupation was considered the compensation of only 85 cases, and age was used in only 21 cases. This was because occupation and age compensation in McBride method are unreasonable. 7. The most Ideal alternative is to assess physical impairment according to AMA method and then to develop a compensation method appropriate for the circumstances of Korea society.

• Journal of Korean Academy of Nursing
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• v.45 no.6
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• pp.783-801
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• 2015

Purpose: The purpose of this study is to provide a comprehensive overview of the various measures available for assessment of oxaliplatin-induced peripheral neuropathy (OXLIPN) and to evaluate the measurement properties of each assessment tool. Methods: A systematic review was conducted to identify existing measures for OXLIPN found in the databases of PubMed, Cochrane Library, Embase, RISS and KoreaMed. The quality of the 24 identified tools was evaluated based on their properties of measurement including content validity, internal consistency, criterion validity, construct validity, reproducibility, responsiveness, floor-ceiling effects and interpretability. Results: Ten (41.7%) of the 24 tools were identified as specific measures for assessing OXLIPN and the most popular type of measures were clinical grading systems by clinicians (58.3%) and only 29.2% of measures were identified as patient reported outcomes. The most frequently used tool was National Cancer Institute-Common Toxicity Criteria (NCI-CTC), but the validity of NCI-CTC has not been reported appropriately. Overall, the Neuropathic Pain Symptom Inventory (NPSI) received the best psychometric scores, and the Chemotherapy-induced Peripheral Neuropathy Assessment Tool (CIPNAT) and Functional Assessment of Cancer Therapy/Gynaecologic Oncology Group-neurotoxicity-12 (FACT/GOG-Ntx-12) followed NPSI. Conclusion: To select appropriate measure, evidences should be accumulated through the clinical use of tools. Therefore, practitioner and researchers are urged to report relevant statistics required for the validation of the currently used measures for assessment of OXLIPN.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.145-162
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• 2002

In this study, on the basis of the seventh national mathematics curriculum, the achievement standards were developed to specify the objectives and contents of teaching-learning and the assessment standards were also developed to differentiate students' levels of achievement at school mathematics. The achievement standards were developed on the following guidelines; 1) to present the minimum standards based on the national curriculum, 2) to develop the standards based on the order of curriculum, 3) to suggest the minimum but ultimate achievement target, 4) to comprise not only of the intellectual but also of psychological spheres such as knowledge, function, attitude, aptitude, etc., and 5) to suggest the standards comprehensively and concretely. The standards were developed on the basis of the middle areas of contents of the curriculum in order not to be too comprehensive, nor to be too detailed. Learning activities, on the other hand, were provided for the assistance of instructions with emphasis on creativity rather than on the routine instruction. The assessment standards were established based on the following principles; 1) to establish the assessment methods, contents, and situations which are to be used for assessment, 2) to establish the criteria of classifying the assessed into the upper, intermediate and lower levels, 3) to develop the assessment standards in a proportionate balance to achievement standards, 4) to establish the intermediate level as a standard, and 5) to establish the minimum level in the contents, concepts, values and attitudes of basic learning. This study also suggested the exemplary test items including short-answer and open-ended questions while putting emphasis on students' real performance to increase their ability in solving problems rather than in calculating. In addition to the test items, it introduced the grading system developed to grade the items with concrete guidelines and to report students' achievement on doing mathematics.

• Korean Medical Education Review
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• v.20 no.1
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• pp.20-31
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• 2018

Good assessment is crucial for feedback on curriculum and to motivate students to learn. This study was conducted to perform item analysis on the Medical Education Assessment Consortium clinical knowledge mock examination (MEAC CKME) (2011-2016) and to evaluate several effects to improve item quality using both classical test theory and item response theory. The estimated difficulty index (P) and discrimination index (D) were calculated according to each course, item type, A (single best answer)/R (extended matching) type, and grading of item quality. The cut-off values used to evaluate P were: >0.8 (easy); 0.6-0.8 (moderate); and <0.6 (difficult). The cut-off value for D was 0.3. The proportion of appropriate items was defined as those with P between 0.25-0.75 and D ${\geq}0.25$. Cronbach ${\alpha}$ was used to assess the reliability and was compared with those of the Korean Medical Licensing Examination (KMLE). The results showed the recent mean difficulty and decimation index was 0.62 and 0.20 for the first MEAC CKME and 0.71 and 0.19 for the second MEAC CKME, respectively. Higher grade items evaluated by a self-checklist system had better D values than lower grade items and higher grade items gradually increased. The preview and editing process by experts revealed maintained P, decreased recall items, increased appropriate items with better D values, and higher reliability. In conclusion, the MEAC CKME (2011-2016) is deemed appropriate as an assessment to evaluate students' competence and prepare year four medical students for the KMLE. In addition, the self-checklist system for writing good items was useful in improving item quality.

• Journal of Creative Information Culture
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• v.7 no.3
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• pp.177-185
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• 2021

In future education, the paradigm of education is changing due to changes in learner-led and assessment methods. In addition, AI-based learning infrastructure and software education are increasingly needed. Thus, this study aims to examine the effectiveness of AI-based evaluation in future education by combining it with learner-led assessment. Using AI education and evaluation literature and Step 7 of the Learner-Driven Software Assessment Method, we sought to extract evaluation elements tailored to elementary school level in conjunction with the 2015 revised elementary practical course content elements, software understanding, procedural problem solving, and structural evaluation elements. In the future, we will develop a grading system that applies AI-based learner-led evaluation elements in software education and continuously demonstrate its effectiveness, and help the school site prepare for future education independently through AI-based learner-led assessment in software education.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.297-318
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• 2014

This study is designed for helping elementary school teachers have an insight into making or choosing questions of descriptive assessment in mathematics. For this, it is analyzed 30 descriptive mathematical questions produced by Gyeonggi Provincial Office of Education in 2011 and 2012 and 3rd to 6th grade students' papers marked by their teachers in charge from 2 elementary schools located in Gyeonggi Province. The main focus of analysis is the errors of students' answers and teachers' marking not from their own mistakes but from the defects of questions themselves. As a result of analysis, 7 cases of problematic situations are induced and they are reorganized into 3 categories as follow: i) case of not performing unique purpose of descriptive assessment, ii) case of inducing the problem of fairness of grading, iii) case of leading students erroneous direction.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.135-159
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• 2020

The purpose of this study was to develop items of an essay response assessment that could align with the instructions and assessments in the high school home economics curriculum. The contents of the study were as follows. First, to establish an assessment plan, 14 achievement standards were analyzed in the assessment area, and the elements of the questions were developed including the content elements of a total of 29 questions. Second, to develop the assessment tools, preliminary questions suited to the structure of essay questions were developed, and the method of presenting data and scoring criteria to be utilized in the questions was selected. Third, to prepare the answers and the scoring criteria tables, the answers to the sample questions for each score were prepared in form of a scoring criteria table, and the objectives of the assessment, the scoring items, and the scores for each item were reviewed. Fourth, the developed questions and answers were revised and supplemented by teachers of the professional learning community through preliminary and mutual review on the components of the questions, the embodiment of the assessment objectives, the implementation of the assessment intent, and the grading. This study can be used as a foundational study for the development of essay-type questions and scoring criteria in essay assessment in the field of education. Furthermore, the results of this study could help teachers enhance their learners' ability to apply knowledge in the future.

• The korean journal of orthodontics
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• v.49 no.3
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• pp.140-149
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• 2019

We are currently living in an era where the use of computer-aided design/computer-aided manufacturing has allowed individualized orthodontic treatments, but has also incorporated enhanced digitalized technology that does not permit improvisation. The purpose of this systematic review was to analyze publications that assessed the accuracy and efficiency of the $Invisalign^{(R)}$ system. A systematic review was performed using a search strategy to identify articles that referenced $Invisalign^{(R)}$, which were published between August 2007 and August 2017, and listed in the following databases: MEDLINE, Embase, Cochrane Library, Web of Knowledge, Google Scholar, and LILACS. Additionally, a manual search of clinical trials was performed in scientific journals and other databases. To rate the methodological quality of the articles, a grading system described by the Swedish Council on Technology Assessment in Health Care was used, in combination with the Cochrane tool for risk of bias assessment. We selected 20 articles that met the inclusion criteria and excluded 5 due to excess biases. The level of evidence was high. Although it is possible to treat malocclusions with plastic systems, the results are not as accurate as those achieved by treatment with fixed appliances.

• Education of Primary School Mathematics
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• v.5 no.2
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• pp.121-142
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• 2001

The goal of the National Assessment of Educational Achievement(NAEA) 2001 was to affirm the accountability of school education, to scientifically manage and elevate the quality of education at the national level, and to articulate the final design of the NAEA. It was implemented on June 28th of the year 2001. The assessment frame for NAEA includes the achievement standards, the assessment standards, the instruction for the item development, and the grading policy for mathematics subject. Most of items are multiple-choice types, but the performance-based items should be at least thirty percent of the total items, also 30% in case of mathematics. Approximately 1% of students among entire population of the Grades 6 were randomly selected. Therefore, the finally sampled examines were 8023 at Grade 6. The result of the analysis of the NAEA revealed that Grade 6 students was labelled as ‘average’ level in general (Number and Operation: average, Geometric figures: average, Patterns and Functions: excellent, Measurements: average, Letters and Expressions: average, Probability and Statistics: average). The most characteristic finding was that except for Grade 6(its average is 69.92), most secondary students obtained low test scores and its average of each grade is below 50 out of 100. Especially, the scores on the performance-based items were by and large very low. This finding implies that Korean students are not familiar with the kind of test items which requires expression of ideas and feelings and they are rather familiar with the multiple-choice items. Another interesting finding was that the students in small towns and remote areas showed significantly low scores in all four skills compared with Seoul, metropolitan cities and medium and small cities. This may be attributed from the fact that the remote areas do not have equal learning environment with regard to social and cultural experience, supply of various teaching materials, extracurricular lessons which are directly related to teaching and learning. These findings may be utilized as a reliable resource fur improving curriculum and teaching and learning in Mathematics.

• Transactions of the Korean Society of Mechanical Engineers B
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• v.41 no.2
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• pp.125-133
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• 2017

This paper presents the inter-rater reliability of finger spasticity assessment tested realized by using finger simulator that mimics finger spasticity of patients after a stroke. For controlling the simulator torque, finger spasticity was modeled, and the model parameters were obtained by measuring quantitative data while grading based on Modified Ashworth Scale (MAS). A robotic finger simulator was designed for mimicking finger spasticity. Evaluation of this simulator with the help of seven rehabilitation doctors showed that the simulator had a Cohen's kappa value of 0.619 for Metacarpophalangeal Joint and 0.514 for Proximal Interphalangeal Joint. Fleiss' kappa between raters is 0.513 for Metacarpophalangeal Joint and 0.486 for Proximal Interphalangeal Joint. Therefore, the spasticity assessment made by MAS grade system is not reliable owing to the subjectivity of the assessment. The proposed robotic simulator can be used as a training tool for improving the reliability of the spasticity assessment.