• Journal of Gifted/Talented Education
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• v.8 no.2
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• pp.1-30
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• 1998

Characteristics of Superior Children as a Screening Test of Gifted students The purpose of this study was to investigate the usefulness of Korean version of checklist for behavioral characteristics of superior children as a screening test for gifted students. Total 397 children were tested KEDI-WISC (Korean version of Wechsler Intelligence Scale for Children), and their parents or primary caretakers took the checklists for behavioral characteristics of superior children individually. Total subjects were divided into 3 groups based on their Full IQ score of KEDI-WICS. The children of IQ 130 and over was gifted group, and those of IQ 115-130 was superior group, and those of below IQ 115 was average group. The analyses of behavioral checklist scores among the groups, gender, grades differences and item analysis of behavioral checklist were done for the purpose of discrimination among 3 groups. As a result, it was found that the Korean version of checklist for behavioral characteristics of superior children was very useful as a screening test for gifted correlations between checklist scores and verbal, performance and full IQ scores were significantly high, which means that IQ and checklist scores were very related. Twenty out of 50 items were found to be discrimination items between gifted and superior group. However, there was no significant difference between grades and gender on the checklist score.

• Journal of Families and Better Life
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• v.21 no.3
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• pp.15-28
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• 2003

The purpose of this study was to develop a family functioning scale that is suitable for Korean families. The data for this study were obtained from a survey on a sample of 350 mothers of school-age children, who were living in Seoul, Kyunggi-do, and other cities of Korea. The major findings ate as follows; 1) Through the item discrimination test, 63 of the 77 items were found to be significant, thus deemed acceptable. The level of discrimination indices of the 63 items ranged from .38 to .84. 2) A factor analysis was conducted on the 63 items. Six different factors (Emotional Support, Family Intimacy, Respect for Autonomy, Communication, Family Rules, Time Spent Together) emerged for 37 items. The six factors accounted for 56.51% of total variance. 3) A multiple regression analysis was conducted to reduce the number of items, and the final 36 items were selected for the Family Functioning Scale. 4) The reliability measured by the internal consistency of the 36 items was high (Cronbach's a =.93). 5) The Family Functioning Scale was found to have a significant correlation with FACESIII(r=.80) as well as with FAD(r=.78).

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.51-60
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• 1996

The purpose of this study is to develope and analyze a test for the assessment of physics inquiry experiment. To do this, three experiments about 'analysis of motion', 'the relation of force and acceleration', and 'free fall motion' in high school physics textbooks were chosen, and 5 scientific inquiry domains and 16 science process skills have been specified. For each experiments, test sheet of $29{\sim}44$ questions for assessing students' ability about physics inquiry experiment were developed on the basis of the scientific inquiry processes developed earlier. After instruction about 3 experiments mentioned above, a test was administered to the students who took experiment. After the adminstration of a test, the ratio of correct answers, discrimination index, and reliability were analyzed. Using the ratio of correct answers, we can determine item difficulty. Through the D.I(discrimination index), we can find which items can discriminate the students who took experiment well from those who took experiment badly, and we can also find the stability of a test result by the reliability analysis. The test developed in this study were also administered to the students who did not take experiments, and the results were compared with the those of the students who took experiments. With the comparison by chi-square method, we could find which items can discriminate the students who took experiments from those who did not take experiments.

• Journal of Sasang Constitutional Medicine
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• v.5 no.1
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• pp.67-85
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• 1993

The Purpose of this study was to evaluate the reliability and the validation of four scales of Questionnaire for Sasang Constitution Classification (QSCC), newly constructed through statistical item analysis and to examine their diagnostic discrimination power. QSCC was administered to 105 inpatient at Kyung-Hee Oriental Medicine Hospital and local oriental clinics and 136 undergraduated students. 2 weeks later, QSCC was readministered to 220 same subjects. Data were collected during about 2 months from february to Apr. 20, 1992. For the purposes of this study, the collected data were analyzed by internal consistancy, test-retest reliability, ANOVA, Pearson correlation and discrimination analysis of spss pc+ v3.0 program. The results were as follows: 1. The reliability of four scales of QSCC was relatively favorable. The internal consistancy and test-retest reliability of Tae-Yaung-In(太陽人) scale were respectively Cronbach's ${\alpha}=0.9$ and r=0.89. Those of So-Yaung-In(少陽人) scale were respectively ${\alpha}=0.81$ and r=0.93. Those of Tae-Em-In(太陰人) scale were respectively ${\alpha}=0.72$ and r=0.74. Those of So-Em-In(少陰人) scale were respectively ${\alpha}=0.81$ and r=0.93. 2. The diagnostic discrimination abilities(Hit-ratio=56%)of QSCC were found to have more about 20% improvement than propotional chance criteria(37%). Especially, Hit-ratios for So-Yaung-In(63%) and Tae-Em-In(60%) were more high than that for So-Em-In(48%) 3. For male subjects, the construct validity of QSCC was founded to be relatively favorable. But that of QSCC for females was poor.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.253-269
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• 2020

This study aims to develop items to diagnose pre-service physics teachers' understanding of the conceptual knowledge of modern physics, based on the achievement criteria presented in the 2015 revised national science curriculum, and to identify the validity and reliability of the newly developed items. Data were collected from 467 pre-service physics teachers in the Physical Education Department or Science Education Department (Physics Education Major) of 15 universities across the nation. In this study the content validity, substantive validity, the internal structure validity, generalization validity, and the external validity proposed by Messick (1995) were examined by various statistical tests. The results of the MNSQ analysis showed that there was no nonconformity in the 23 items. The internal structure validity was confirmed by the standardized residual variance analysis, which shows that the 22 items was unidimensional. The generalization validity was confirmed by differential item functioning (DIF) analysis about groups lectured or not modern physics/quantum mechanics. In addition, item analysis and test analysis based on classical test theory were performed. The mean item difficulty is 0.66, mean item discrimination is 0.47 and mean point biserial coefficient obtained was 0.41. These results for item parameters satisfied the criteria respectively. The reliability of the internal consistency of the KR-20 is 0.77 and the Ferguson's delta obtained was δ = 0.972. By Rasch model analysis, the item difficulty (item measures) was discussed.

• The Korean Journal of Elementary Counseling
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• v.9 no.2
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• pp.143-162
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• 2010

The purpose of this study is to construct Parent Attachment Scale for Children. Adapting the item consisting method used in Experiences in Close Relationships-Revised(ECR-R), Parent Attachment Scale for Children was constructed to measure child's attachment style with their parent, reliably and validly. Also, reliability and item trait informations based on item response theory were reviewed. First preliminary items were derived from the original items of ECR-R and existing Attachment Inventories. These items were modified and complemented to be easier and keep the original meaning of each item. Second preliminary items were administrated to 4~6th grades students(N=576). Finally, Parent Attachment Scale for Children were consisted with 30 items based on two-parameter graded response model. Internal consistency ranges of the scales of Parent Attachment Scale for Children are as follows : Avoidance scale is .94~.96; Anxiety scale is .85~.88. Test-retest reliability ranges are as follows; Avoidance scale is .71~.80; Anxiety scale is .53~.68. Item discrimination and item information value were within an appropriated range. Hierarchical cluster analysis with Ward's Method revealed four types of attachment style : Secure, Dismissing, Preoccupied, Fearful. Other implications and limitations of this study were discussed.

• 한국노년학
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• v.37 no.2
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• pp.309-328
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• 2017

The purpose of this study is to develop a perceived elderly stigma scale for intergenerational research and practice. Although negative stereotypes on elderly population have worsened physical and psychological health of older people, there has been a lack of systematic efforts to measure and monitor stigmatic perception and behavior of younger generation on elderly people. We initially constructed a 34-item perceived elderly stigma scale, by integrating the processes of literature review and exploratory item generation. After confirming the face validity of the scale, a 31-item perceived elderly stigma scale was tested with 252 adults recruited from an online research panel. The result of an exploratory factor analysis suggests a 5-factor solution with 28 items: ability, personality, appearance, authoritarian dependancy, and family-obsession. The convergent/discriminant validity was confirmed by examining its relationships with ageism, elderly discrimination, attitude toward elderly, and respect for elderly. After a series of refinement and empirical tests, the perceived elderly stigma scale would contribute to understanding the current state of elderly discrimination in our society and to develop necessary policies and promotion strategies to eliminate intergenerational conflicts.

• Korean Journal of Child Studies
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• v.32 no.3
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• pp.1-17
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• 2011

This study was aimed at developing a scale to evaluate Korean home environments for infants and toddlers for the purpose of being used by teachers caring for infants and toddlers. The subjects of this study were 250 mothers of 0- to 2-year-olds. Mean, SD, $x^2$, Cramer's V, factor analysis, Pearson correlations, Cronbach's ${\alpha}$ were calculated in order to analyze the outcomes of this study. As a result, 38 items of the scale were found to be satisfactory in terms of item distribution and item discrimination. Four factors with 21 items were extracted from the factor analysis : 'developmental stimulus', 'responsivity', 'encouragement of verbal interaction', and 'arrangement of daily routines'. Our analysis of the correlation of this scale with SES, HOME, and children's developmental outcomes showed acceptable concurrent validity. Internal consistency of this scale was high. These results identify this scale as a valid and reliable measure of the Korean home environment for infants and toddlers.

• Korean Journal of Child Studies
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• v.37 no.5
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• pp.129-144
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• 2016

Objective: This study's purpose was to develop a teaching competency scale for character education for early childhood teachers and to examine its reliability. Methods: The study procedure was as follows: First, scale items were generated by reviewing the literature as a deductive approach and focused interviews with 8 field experts in an inductive approach. Second, face validation was assessed by 7 academic experts, and statistical validation processes were done twice. The data used in the final statistical analyses included 206 questionnaires for early childhood teachers. Statistical validation included item response analysis, item discrimination analysis, exploratory factor analysis, confirmatory factor analysis, and reliability analysis. Results: The 3 factors identified were as follows: Communicate teaching competence, practical teaching competence, and instrumental teaching competence. The validity and reliability of the Teaching Competency Scale for Character Education in Early Childhood Teachers were acceptable. Conclusion: This new scale will be a useful tool to better support character education for early childhood teachers and contribute to providing a basis for developing more sophisticated tools.

• The Journal of Korean Association of Computer Education
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• v.6 no.2
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• pp.1-8
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• 2003

In existing the learner testing system, it has a weak point to determine differently the difficulty of each question which has been estimated by teacher's view and the subjective stand point. In this paper, we develops the learner testing system which supports the estimation of the individual ability of learner, provides the questions for suitable to the individual learner level, and able to estimate the question of individual that used by three parameters such as the difficulty parameter, discrimination parameter, and guessing parameter. Also, it is applied to three-parameters logistic model of IRT(Item Response Theory) for using CAT(Computer Adaptive Testing) technique.