• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.17-28
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• 2004

The purpose of this study is to determine the patterns of differences between genders in science achievement. Eleventh grade, 140 female and male students were sampled from a school in Seoul. According to the analysis results of pilot study, 20 items were finally selected for the main study. To sharpen our interpretations of the factors and provide some confirmation, we supplemented the statistical analysis with a more detailed cognitive study of the items using think-aloud protocols and interviews with student test takers. The analysis of this study took into account the different item formats, contexts, and presentation styles. The findings are as follows: First, there was no significant gender difference between multiple-choice and open-ended items. Second, male students achieved significantly better in the context of everyday life in multiple-choice items. Third, male students favored items presented as written texts. Fourth, in problem-solving process, female students tend to apply their science concepts, whereas male students tend to apply their everyday experiences. The results of this investigation indicate that gender difference in science achievement depends heavily on item characteristics.

• Proceedings of the Zoological Society Korea Conference
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• 1996.10a
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• pp.271.1-271
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• 1996

No Abstract, See Full Text

• Journal of the Korean Society for Library and Information Science
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• v.33 no.3
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• pp.63-86
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• 1999

This article investigates the general characteristics and developments of the MARC format for holdings data. It also analyzes the record structure, content designation, and the content of it, mainly based on USMARC and KORMARC formats. Structure and content designation of them are almost same with those of the bibliographic and authority formats. The data fields divided into functional blocks based on their functions, but only 0XX, 5XX, 8XX fields are used in the holdings formats. Record contents of the data in the 008 fields include more elements related to the holdings and acquisition information. Variable fields can be grouped into several blocks, including those for numbers and codes; for notes fields, for location , and for holdings data. Holdings data fields include caption and pattern fields, enumeration and chronology fields, textual holdings fields, and item information fields. This article analyzes the content in each data fields in detail.

• Korean Medical Education Review
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• v.15 no.3
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• pp.105-111
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• 2013

This paper addressed various issues related to the objectivity of student assessment in medical education. The objectivity of assessment was related to all the steps of test development, administration, and results reporting in terms of reliability and validity. Specifically, the objectivity of item formats, representativeness of test content, standardization of test administration, consistency of scoring procedures, and appropriateness of reporting test results were discussed by comparing performance assessment with traditional paper-and-pencil tests. The conclusions were derived from current measurement theories such as standards-based assessment, evidencebased design, and outcome-based assessment. Further, based on Shepard's propositions (2006), the objectivity of student assessment could be achieved by improving the concordance between educational objectives and assessment components such as item types, test contents, and test administration, scoring, and reporting.

• Nutrition Research and Practice
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• v.12 no.3
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• pp.243-250
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• 2018

BACKGROUND/OBJECTIVES: This study examined the effect of nutrition labeling formats on parents' food choices for their children at different restaurant types. SUBJECTS/METHODS: An online survey was conducted with 1,980 parents of children aged 3-12 years. Participants were randomly assigned to fast food or family restaurant scenarios, and one of four menu stimuli conditions: no labeling, low-calorie symbol (symbol), numeric value (numeric), and both low-calorie symbol and numeric value (symbol + numeric). Participants selected menu items for their children. Menu choices and total calories were compared by nutrition labeling formats in each type of the restaurant. RESULTS: Low-calorie item selections were scored and a two-way analysis of variance (ANOVA) was conducted for an interaction effect between restaurant and labeling type. In the fast food restaurant group, parents presented with low-calorie symbols selected the lowest calorie items more often than those not presented with the format. Parents in the symbol + numeric condition selected significantly fewer calories (653 kcal) than those in the no labeling (677 kcal) or numeric conditions (674 kcal) (P = 0.006). In the family restaurant group, no significant difference were observed among different labeling conditions. A significant interaction between restaurant and labeling type on low-calorie selection score (F = 6.03, P < 0.01) suggests that the effect of nutrition labeling format interplays with restaurant type to jointly affect parents' food choices for their children. CONCLUSIONS: The provision of easily interpretable nutritional information format at fast food restaurants may encourage healthier food choices of parents for their children; however, the effects were negligible at family restaurants.

• Korean Journal of Community Nutrition
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• v.8 no.2
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• pp.220-230
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• 2003

The purpose of this study was to investigate consumer preferred formats of nutrition labels: the type of nutritional information provided on the labels. A survey was conducted on 222 housewives between the age of 20 and 65 in Daejeon city in 1998, using an interview questionnaire showing illustrated nutritional label formats. Among twelve nutrients and caloric values listed on the nutrition labels, the housewives ranked their interest in the items in the following order of calorie (58.56%), calcium (56.76%), cholesterol (54.05%), protein (39.19%) and vitamin C (36.04%). The majority of the subjects (69.37%) checked labels when they bought milk or dairy products, whereas only 8.11% looked at labels when they bought Ramyon or noodles. Most of the subjects (90.99%) preferred products with labels with nutritional information as compared with products without labels. this was especially so true of the younger individuals and of pc-ople who checked food labels more frequently. The subjects preferred labeling which described the nutrient content per Package (55.41%), sewing size (32.88%) and food weight of 1009 (11.71%) as a standard nit. Generally, they prefer-red a simplified list to a detailed list of the number of nutrients, a figure graph to bar graph in nutrition claim, vertical bar graph to horizontal bar graph showing the nutritional content of foods and a web-type graphic format to a radiation-format when describing the item's percentage of the Korean RDA's nutrient content. The subjects who checked labels frequently especially preferred detailed list, while housewives with job or with unhealthy family members preferred a simplified list and graphic, rather than a numerical display. From this result, it is suggested that providing consumers with more nutrients information in a more easily understood graphic format would encourage the consumers to check nutritional labels. Therefore this should be considered when developing the regulations far nutrition labeling or when educating the Public about nutrition. (Korean J Community Nutrition 8(2) : 220∼230, 2003)

• Journal of The Korean Association For Science Education
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• v.34 no.1
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• pp.1-9
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• 2014

This study aimed to explore the over-efficacy in problem solving and overconfidence of knowledge of students performing assessments in two different test formats: multiple-choice and supply-type. Two hundred and four female middle school students participated in this study. Multiple-choice and supply-type formats of tests on photosynthesis were used, and each item contained scales indicating one's self-efficacy on problem-solving and confidence of knowledge. The results showed that the correlation coefficients of performance between the two different assessment formats were less than 0.5 and the correlation coefficients between efficacy/confidence and actual performance were less than 0.45. Moreover, students tended to exhibit more over-efficacy and overconfidence in multiple-choice formats. The percentage of over-efficacy and overconfidence was higher in the group that completed the multiple-choice test first followed by the supply-type assessment than in the group that started with the supply-type followed by the multiple-choice assessment. From this study, it can be suggested that more use of supply-type assessment is required in science education. If test administrators require the combination of both multiple-choice and supply-type in an assessment, the supply-type assessment format should come first so that students can maintain the appropriate level of efficacy and confidence. In addition, science educators need to develop new learning programs to enhance students' self-monitoring skills of their problem-solving ability and knowledge.

• Journal of the Korean Society for Library and Information Science
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• v.15
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• pp.119-140
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• 1988

This paper is the study on the Medium Designator in Non-book materials. Main contents of this study were as follows; 1. The medium designator serves to indicate the class of material to which an item belongs. This is used to give an 'early warning' ;to the catalogue user. 2. This medium designator may be further divided into two elements ; a general material designation (GMD), for example video-recording, and a specific material designation (SMD), for example, videodisc. 3. GMD: In cataloging, a term indicating the broad class of material to which a bibliographic item belongs, such as 'motion picture', and SMD : In descriptive cataloging, a term indicating the special class of material (usually the class of physical object) to which a biblographic item belongs, such as videocassette. 4. Locating the medium designator after the title proper was not prescribed until ISBD(G) and AACR2. In pre-ISBD(G) codes, the ,early, warning type of medium designator was placed after all title information. But in AACR2, the medium designator is placed after the title proper, but before parellel title and other title information. 5. In Terminology, Two separate lists of designations are given in AACR2, l.1C1, one for British and one for North American use. The British list contains fewer terms, and uses generic categories to group together some of the North American list. 6. The problem of where to place the medium designator might be circumvented by using some kind of early alerting device other than a formal element of biblliographic description. Various alternatives have been suggested. A more popular device is the provision of symbols or 'media code' which are part of the call number and indicate the porticular medium type. 'Colour-coding' the use of used by some libraries but is now longly discouraged. 7. According to Frost. The medium designatorhas been generally reeognized as serving three functions; 1) as a statement of the nature or basic format of the item cataloged and thus as a meant of informing the user as to the type of material at hand; 2) as a description of the physical charaetistics of medium and as a means of alerting the user to equipment needed to make use of the item. 3) as a device to distinguish different physical formats which share the same title. 8. AACR2 raises some problems which decision makers have neet had to face preriously It provides a GMD for every item in the collection including books and it makes the application of any or all GMD's optional.

• Journal of Korean Academy of Nursing
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• v.36 no.8
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• pp.1295-1300
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• 2006

Purpose. The purposes of this methodologic paper are to (1) describe theoretical background in conducting research across different cultures; (2) address measurement issues related to instrument administration; and (3) provide strategies to deal with measurement issues. Methods. A thorough review of the literature was conducted. A theoretical background is provided, and examples of administering instrument in studies are described. Results. When applying an instrument to different cultures, both equivalence and bias need to be established. Three levels of equivalence, i.e., construct equivalence, measurement unit equivalence, and full score comparability, need to be explained to maintain the same concept being measured. In this paper, sources of bias in construct, method, and item are discussed. Issues related to instrument administration in a cross-cultural study are described. Conclusion. Researchers need to acknowledge various group differences in concept and/or language that include a specific set of symbols and norms. There is a need to question the philosophical and conceptual appropriateness of an assessment measure that has been conceptualized and operationalized in a different culture. Additionally, testing different response formats such as narrowing response range can be considered to reduce bias.

• Journal of the Korean Society for information Management
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• v.30 no.2
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• pp.119-141
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• 2013

This study develops metadata elements based on the FRBR model for effectively managing and retrieving intangible cultural heritage records. Since intangible cultural heritage has a logical layer from its concept to a physical record that realizes the concept and it can be expressed in diverse formats such as video and audio, it is necessary to represent such rich relationships. Therefore, this study suggests a set of metadata elements at each of the four levels (work, expression, manifestation, and item) the FRBR Group 1 presents.