• 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.

• Journal of Family Resource Management and Policy Review
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• v.17 no.3
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• pp.59-79
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• 2013

The purpose of this study was to develop and validate a scale for the multidimensional assessment of work-family spillover in working couples with children. The subjects of this study were working wives and husbands with children in Daegu. Two surveys were administered, eliciting 243 respondents and 227 respondents, respectively. Then a series of tests were run to analyze the data, including item-to-total correlation, Cramer's V coefficients, item discrimination, Cronbach's ${\alpha}$, and exploratory and confirmatory factor analysis. The results yielded that, first, a preliminary 102 items were developed on the basis of the literature review, and this was narrowed down to 72 items selected with the help of experts. Through preliminary, primary and secondary survey analysis, the scale for the multidimensional assessment of work-family spillover was developed and validated, with a 36 items scale, 18 items for work to family spillover and 18 items for family to work spillover. Furthermore, the scale constructed three spillover processes - time interference, energy depletion, and psychological distraction - and consisted of four different domains of family life into which spillover occurs - namely marital relationship, parent-child relationship, leisure, and housework. The internal reliability was evaluated to show a confidence range of .85 ~.92 for each factor.

• Journal of Korean Academy of Nursing
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• v.44 no.2
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• pp.129-138
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• 2014

Purpose: To develop a Critical Thinking Skill Test for Nursing Students. Methods: The construct concepts were drawn from a literature review and in-depth interviews with hospital nurses and surveys were conducted among students (n=607) from nursing colleges. The data were collected from September 13 to November 23, 2012 and analyzed using the SAS program, 9.2 version. The KR 20 coefficient for reliability, difficulty index, discrimination index, item-total correlation and known group technique for validity were performed. Results: Four domains and 27 skills were identified and 35 multiple choice items were developed. Thirty multiple choice items which had scores higher than .80 on the content validity index were selected for the pre test. From the analysis of the pre test data, a modified 30 items were selected for the main test. In the main test, the KR 20 coefficient was .70 and Corrected Item-Total Correlations range was .11-.38. There was a statistically significant difference between two academic systems (p=.001). Conclusion: The developed instrument is the first critical thinking skill test reflecting nursing perspectives in hospital settings and is expected to be utilized as a tool which contributes to improvement of the critical thinking ability of nursing students.

• Research in Mathematical Education
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• v.10 no.1 s.25
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• pp.55-70
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• 2006

The purpose of this study was to develop math creative problem solving test in order to identify the mathematically gifted on the basis of their math creative problem solving ability and evaluate the goodness of the test in terms of its reliability and validity of measuring creativity in math problem solving on the basis of fluency in producing valid solutions. Ten open math problems were developed requiring math thinking abilities such as intuitive insight, organization of information, inductive and deductive reasoning, generalization and application, and reflective thinking. The 10 open math test items were administered to 2,029 Grade 5 students who were recommended by their teachers as candidates for gifted education programs. Fluency, the number of valid solutions, in each problem was scored by math teachers. Their responses were analyzed by BIGSTEPTS based on Rasch's 1-parameter item-response model. The item analyses revealed that the problems were good in reliability, validity, difficulty, and discrimination power even when creativity was scored with the single criteria of fluency. This also confirmed that the open problems which are less-defined, less-structured and non-entrenched were good in measuring math creativity of the candidates for math gifted education programs. In addition, it discriminated applicants for two different gifted educational institutions and between male and female students as well.

• The Korean Journal of Community Living Science
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• v.21 no.3
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• pp.299-310
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• 2010

The purpose of this study was to develop a scale to assess a Korean home environment for middle childhood children. The subjects were 283 mothers of 6- to 8-year-old children in Korea. The method for data analysis included Mean, SD, $x^2$, Cramer's V, factor analysis, Pearson correlations, and Cronbach's $\alpha$. As a result, 45 items of the scale were found to be satisfactory in terms of item distribution and item discrimination(Cramer's discriminant coefficients ranged from .256-.615). Four factors with 21 items were extracted from the factor analysis. Subscales were 'academic stimulation(9)', 'acceptance(4)', 'child-centered environment(4)', 'basic care for daily routine(4)'. Analysis of the relation of this scale to SES, MC-HOME, and children's developmental functioning(cognitive, language, and social) showed acceptable concurrent validity. Internal consistency of this scale was high, including internal reliability of subscales. These results confirm this scale as a valid and reliable measure of the Korean home environment for middle childhood children.

• Journal of Families and Better Life
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• v.32 no.2
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• pp.53-75
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• 2014

The purpose of this study was to develop and validate the "Authentic Parental Competence Scale" for mothers with school-age children. Based on a literature review, the study found that 'authentic parental competence' could be divided into parenting comperence, self-system competence, and social competence. In addition, the scale comprised three factors consisting of 43. The study collected data through behavior event interview(BEI), focus group interview(FGI), and three times Delphi investigation. The scale for mothers of school-age children consisted of a total of 129 items, which included three different dimensions (knowledge, skill, and attitude), and four factors were extracted from factor analysis following a survey of 362 mothers. The factors were labeled as "ability of developmental positive parenting," "ability of playing a role as a citizen and making social contributions," "ability of self-understanding and interpersonal relations," and "ability of self-growth and self-determination." In addition, the results revealed that the "Authentic Parental Competence Scale" showed an appropriate level of construct validity, reliability of the scales, distribution of item response, and item discrimination.

• Journal of Gifted/Talented Education
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• v.16 no.1
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• pp.81-100
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• 2006

In this paper, it conducted the following works to develop the selective test for the gifted of information science in elementary schools. First, it presented the discrete mathematical thinking as an essential competence of elementary information science gifted, through theoretical research with many expert's studies, in order to investigate the definition and characteristics of information science gifted. Second, it developed a test to measure the discrete mathematical thinking, according to the results of analysis of discrete mathematical elements, appeared in the 7th national mathematics curriculum, in order to extract the characteristics of selective test for elementary information science gifted. Third, regarding the verification of items in a newly developed test, it adjusted the difficulty and discrimination by conducting 2 sessions of preliminary test, and then finally confirmed that the standards of items in the test, by testifying sufficient level of validity after the application to a main experiment.

• Anxiety and mood
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• v.19 no.1
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• pp.1-9
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• 2023

Objective : To translate and adapt the Social Appearance Anxiety Scale into Korean and validate the Korean version of the social appearance anxiety scale, which measures the fear and anxiety about being negatively evaluated by others based on one's overall appearance, including body shape. Methods : For item translation and adaptation, six bilingual translators participated in the process of forward-adaptation and back-adaptation. Data were collected from undergraduate students. The sample size is 105 for Study 1 and 212 for Study 2. Classical item discrimination and difficulty analyses, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability analysis were performed. Results : A unidimensional structure was found with a high internal consistency (Cronbach's α=0.95) and a high test-retest reliability (r=0.918). In addition, the concurrent validity was examined by correlations of the scale and several other scales measuring constructs related to social appearance anxiety. Conclusion : K-SAAS appears to be a reliable and valid scale for screening and assessing social appearance anxiety.

• Korean Journal of Childcare and Education
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• v.19 no.6
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• pp.1-19
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• 2023

Objective: The aim of the present study was to develop and validate a recognition scale for childcare teachers' rights. Methods: Statistical methods for data analysis involved the use of SPSS 20.0 and AMOS 20.0. To confirm the reliability and validity of the developed scale, various analyses, including item quality assessment, item discrimination, exploratory factor analysis, confirmatory factor analysis, and Pearson correlation analysis, were conducted. The maximum likelihood estimation method was employed for model fitting. Goodness of fit was assessed using SRMR, RMSEA and its 90% confidence interval, CFI, and TLI. Through these analyses, the scale's reliability and validity exceeded the standard. Consequently, 5 factors and 30 questions were ultimately selected as the recognition scale for childcare teachers' rights. Results: First, a recognition scale for childcare teachers' rights was developed to reflect changes in childcare settings. Second, an objective measurement was incorporated into the recognition scale of childcare teachers' rights. Third, the analysis using the proposed scale revealed a correlation between the recognition of childcare teachers' rights and life satisfaction. Conclusion/Implications: The study developed a scale capable of objectively measuring the recognition of childcare teachers' rights.

• Education of Primary School Mathematics
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• v.17 no.2
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• pp.159-171
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• 2014

Spatial ability has been valued as one component of intelligence and as an talented domain. And it is associated with the achievements in science, technology, engineering, and mathematics (STEM) disciplines. So, the instrument for measuring spatial ability is very important. The purpose of this study is to develop Spatial Visualization Tests for Elementary School Children and examine internal consistency reliability evidence and construct validity evidence on confirmatory factor analysis of that instrument. For this purpose, 'The Spatial Visualization Tests for Elementary School Children was administered to 1482 Korean elementary school students. As a result, this study show that internal consistency reliability evidence using Cronbach' alpha showed item consistency and construct validity evidence from confirmatory factor analysis in the Spatial Visualization Tests for Elementary School Children. And also, this study show ed that item difficulty and item discrimination of the Spatial Visualization Tests for Elementary School Children were within an acceptable range.