• Korean Medical Education Review
• /
• v.15 no.3
• /
• pp.125-135
• /
• 2013

Since the establishment of the national medical licensing examination board in 1992, the medical licensing examination system has changed enormously and this has had a number of impacts on examination services. All those reforms were aimed at improving the relevance and reliability of the test. Several attempts of the testing system have appeared in the new examination service, and which have also brought about the changes in the medical school curriculum such as introducing integrated courses instead of traditional subjects, using test scores as a reference to the post-graduation selection test. Some examples of changes in the examination system are as follows: 1) choosing three integrated test subjects and outlines of their reference content instead of 15 academic subjects, 2) adjusting the ratio of multiple choice question items to focus more on the problem solving level, 3) introduction of 'one-best answer' single set and 'extended matching type items, 4) item construction based on real clinical cases and real clinical materials. Recently, a clinical skill test system has been introduced to measure examinees' basic clinical skills competencies. Despite continuing efforts, the examination system still has many issues remaining to be solved. These problems include the differential weighting of test items, appropriate threshold for passing, and practicality of pre-testing to stabilize the passing rate and avoid the hazards of newness and undesirably difficult test items.

• Journal of radiological science and technology
• /
• v.44 no.6
• /
• pp.679-688
• /
• 2021

This study is a questionnaire about the lesson environment that radiation major students prefer in a non-face-to-face live online lesson environment for a total of 133 students, 65 second graders and 68 third graders who are enrolled in the department of radiology at a university located in the Seoul metropolitan area. And checked the satisfactory level by grade. The questionnaire consists of three categories: 1st real-time non-face-to-face lectures, 2nd professor lectures, and 3rd corona lectures. A total of 14 questions, with multiple choice and descriptive response methods. As an evaluation method, in the case of a multiple-choice question, the average was calculated using a 5-point Likert scale. As a result of conducting the independent sample T-test of the SPSS program, the response by grade was P > 0.05, and no significant result was shown by the contents of the questionnaire survey of the second grade. As for the lecture method of the department of radiology after the end of Covid-19 virus, it is better to promote face-to-face lessons in radiation training subjects and non-face-to-face real-time education in subjects centered on radiation theory.

• Journal of The Korean Association For Science Education
• /
• v.19 no.1
• /
• pp.146-158
• /
• 1999

Since 1960' s. aims of science education have changed from attainment of scientific concepts. principles and laws to improvement of science process(or inquiry) skills. According to the science education philosophy like this. our nation has adopted improvement and evaluation of science process(or inquiry) skills in science education. The purpose of this study was to examine the performance of high school students on 4 types of multiple choice items used to access students ability to identify independent and dependent variables. Stimulus materials were either a question focusing on the relationship between two variables. a hypothesis. a description of an experiment. or a description of results of an experiment. Student performance on these item types was compared to this performance on a standard Piagetian interview task of variable identification. The results of the study included: (1) the "hypothesis" type was the most difficult, while the "question" type appeared to be the easiest; (2) the "procedure" item type had a higher correlation with the total interview than any other item type. Among conclusions reached in this study was that although all four item types operated similarly. they did not correlate very highly with the performance assessment by interview.

• Journal of Science Education
• /
• v.36 no.2
• /
• pp.293-302
• /
• 2012

The purpose of this study was to analyze of the science examination of middle school 7th grade by Klopfer's taxonomy of educational objectives. A total of 645 test items from 10 middle schools were analyzed for this study. The examination items were analyzed according to the objectives of science education, such as behavior and contents area, question types, and the degree of difficulty. It was shown that, when the distribution of behavioral objectives was considered, the items emphasized knowledge and comprehension, and were scientific knowledge oriented. The tests consisted of multiple choice questions at a relatively high rate, compared to short answer questions. Comparing the rate of teachers' expectations to the degree of difficulty, the ratio of "top" was low and that of "medium" was high. The results of this study suggested that using various types of question and multiple levels of content and behavior enabled more effective evaluation of the diverse thinking powers and learning of the students.

• Journal of Educational Research in Mathematics
• /
• v.8 no.1
• /
• pp.217-235
• /
• 1998

The purpose of this study is to define the altenative assessment and to suggest the method of scoring system. Alternative assessment includes any type of assessment in which student create reponses to a question rather than choosing a responses form given list( as for multiple choice, true/false, or matching). Alternative assessment can includes short answer questions, essay, performances, oral presentation, demonstrations, exhibitions, portfolios, and etc. To evaluate the each type of assessment, we can apply the method of holistic scoring and analytic scoring system. Also we have to concern the type of scoring mechanism directly relate to what we want to assess, our purpose for assessment fitting into the educational enterprise. Before applying the alternative assessment in our classroom, we need to step back and reconsider all our design features and teachers' responsibility.

• The Journal of Korean Association of Computer Education
• /
• v.11 no.1
• /
• pp.65-74
• /
• 2008

In this paper, we introduce an analysis system for answer dataset by using a data mining method. We analyze students' answer data collected from a test including multiple choice question items, and find associations between the items. Analysis of evaluation results based on our system will not only provide correct information on students' achievement levels but also provides a basis for modifying weaknesses of the evaluation procedures, question items, or teaching/learning procedures. Furthermore, it will enable us to improve the quality of question items for future use so that we can secure itemsets of high quality.

• Journal of Korea Society of Industrial Information Systems
• /
• v.27 no.2
• /
• pp.11-24
• /
• 2022

For the questions asked for LMS-based online evaluation the professor directly set exam questions, or use the automatic question-taking method according to the level of difficulty using the question bank divided by category. Among them, it is important to manage the difficulty of questions in an objective and efficient way, above all, in the automatic question-taking method according to difficulty. Because the questions presented to the evaluators may be different. In this paper, we propose an difficulty re-adjustment algorithm that considers not only the correct rate of a problem but also the time taken to solve the problem. For this, a logistic regression classification algorithm was used of machine learning, and a reference threshold was set based on the predicted probability value of the learning model and used to readjust the difficulty of each item. As a result, it was confirmed that there were many changes in the difficulty of each item that depended only on the existing correct rate. Also, as a result of performing group evaluation using the adjustment difficulty problem, it was confirmed that the average score improved in most groups compared to the difficulty problem based on the percentage of correct answers.

• Journal of Fisheries and Marine Sciences Education
• /
• v.13 no.1
• /
• pp.99-116
• /
• 2001

Testing is a procedure used to measure a sample of behaviour in order to discover how well a seafarer performs, usually in comparison with others, or compared with identified performance criteria. In this context It is important that the test, in whatever form it is being used, yields consistent results by being valid, reliable and practical. Whilst we can only take a sample of a person's knowledge or comprehension about topic in this way, testing methods do provide a more reliable estimate of performance than most other observational techniques; unsystematic or irregular observation being too unreliable. The method of examination has been specified in the provisions of Regulation 12 of the Decree of the ship officers act as followings. Other necessary matters for conducting oral and written examinations have been set out by the Minister. But written examination is too shortage of period and small number of question to cover the qualification of each level and oral test is just simple and namely Traditionally, written examinations have been provided as the only means for determining the acquisition of knowledge by the mariner. Typically, the examination formats have taken the format of either an essay or multiple choice examinations. Essay items, used in the vast majority of subject examination(not in Korea), consisted of three basic types: situational, descriptive and computational. The level of certificate being examined determined the number and mix of the type of essay questions selected. Oral question has again been used by assessors of seafarer in a wide variety of contexts. Also, oral questioning is often used when observation of performance is undertaken to ask why a certain action has been taken, or to be broaden the scope of what has been observed. At end, Each techniques have their own advantage and disadvantage, so we have to choose some or all of the following techniques, depending upon the certificate, qualification or job for which the trainee is aiming. But in high lank, we have to use both of essay type and multiple choice and with enough time of oral test at least 30 minutes. Who would be the assessor? According to the STCW Code Section A-I/6, instructors, supervisor and assessors are appropriately qualified for particular types and levels of training or assessment of competence of seafarers either on board or ashore, as required under the Convention, in accordance with the provisions of this section.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
• /
• v.7 no.1
• /
• pp.253-263
• /
• 2017

As needs for knowledge on Korean history and the attention of the people are rapidly increasing, various smartphone applications for learning the history have appeared during recent years. These applications provide multiple choice questions to users through their own problem banks. But, since these questions are selected from the fixed set of problems that are stored previously, the learning efficiency of users is inevitably decreased when they use the applications repeatedly. In this paper, we present a question generation system named K-History which generates multiple choice questions in an automatic way using the database on the history of Korea. In addition, we also describe the development of the application Korean History Infinite Challenge as a learning application for Korean history. To develop K-History, we classify typical types of learning problems through various problems based on Korean history learning materials, proposing algorithms to generate problems according to the types found. Through the developed techniques, various learning systems can reduce the cost for creating questions, while increasing the learning efficiency of users.

• Journal of The Korean Association For Science Education
• /
• v.22 no.4
• /
• pp.872-881
• /
• 2002

Student questioning is included in the priority of science literacy, to enable students to solve problems by exploring questions, communicating and constructing knowledge(AAAS, 1989). Also, the essence of student questioning in science lies in its function as a link between thinking and learning. But educators did not pay much attention to students' questioning in Korea. The purpose of this study was to investigate the effects of science question enhancement instruction on students' science questioning level and achievement. Also, this study showed the effects of other variables(logical thinking, science achievement, interest, and gender) on students' science questioning level. The pretest-posttest control group design group design was used. The sample was consisted of 80 second grade middle school students in experimental group(Science question enhancement instruction) and 74 students in control group(Traditional learning). Students in both groups were received identical content instruction on the unit 'Structures and functions of plant'. These groups were treated for 15 hours during 6 weeks. Students' questions were rated using the four levels described by the Middle School Students' Science Question Rating Scale(r= .96,)(Cuccio-Schirripa & Steinner, 2000). Science achievement data were collected using a 17 item multiple choice test(Cronbach ${\alpha}$= .84). To investigate students' logical thinking ability, a abridged GALT(Cronbach ${\alpha}$= .69) was used. Five-way ANOVA, ANCOVA, and multiple regression analysis were used to analyze the results. The results indicated that students who received instruction on researchable questioning outperformed those students who were not instructed on high-order questioning(p< .01). Results of correlations indicated that instruction(r= .640), science achievement(r= .311) and logical thinking ability(r= .212) was significantly and positively related with students' questioning level. But, interest and gender did not show any significant correlation with students' questioning level. Science question enhancement instruction was more effective on science achievement than the traditional instruction(p< .01).