• 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.

• The Mathematical Education
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• v.43 no.2
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• pp.151-162
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• 2004

For the past several years, performance assessment has been widely used by mathematics teachers. The superiority of performance assessment items compare to multiple choice items has been discussed by many researchers, however these discussions tend to be lack of empirical data. Thus, this study aims to examine the effectiveness of tree response items in comparison with multiple choice items. Using the information function in Item Response Theory(IRT), item information of free response items and multiple choice items from the Third International Mathematics and Science Study-Repeat(TIMSS-R) were obtained and compared. Test informations of the whole mathematics area as well as each content area of mathematics were computed. On average, tree response items yielded more information than multiple choice items, especially in measurement and data interpretation. This study also revealed that free response items estimated students' mathematics ability more accurately than multiple choice items with smaller number of items.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.643-650
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• 1998

In order to assess students' higher mental abilities, such as scientific inquiry thinking skills, the essay type items would be more adequate than the multiple choice itmes. However, due to the present condition in which a huge number of students take the examination at the same time, it is inevitable to use the multiple choice type. For this reason, it is necessary to develop a new type of multiple choice items which can reduce the disadvantages of the traditional multiple choice type and can achieve a similar level of validity as subjective type assessment. The three-tier multiple choice test items which can be used for a large sample of students and especially for scientific inquiry thinking abilities, are proposed and examined. The three-tier multiple choice test items asked firstly conclusion or the results of calculation or experimental apparatus, secondly the processes of calculation or of developing conclusion, thirdly asking relevant scientific concepts. For the item analysis, 1 point was given to the correct answer, while 0 point was given to the wrong one. The data were processed through the computer program developed in Turbo C 2.0 language with an IBM compatable personal computer. The average score in the sub-items asking for scientific concepts was lower than that in the sub-items asking for results or processes. The score of guessing by chance in the three-tier multiple choice items was only 0.13%, so that the probability of making correct answers by just guessing would be extremely low. The three-tier multiple choice items, even if they are objective items, are thought to assess thinking skills of the scientific inquiry meaningfully excluding the possibility of guessing by chance.

• Research in Mathematical Education
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• v.14 no.1
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• pp.1-10
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• 2010

The paper focuses on a type of mathematics competence noted as synthetic. It is needed for success in multiple choice competition problems and it is crucial for the further development of advanced school students. The concept of synthetic competence includes a large fraction of mathematical competences, but also competences and skills related to informatics and linguistics. The general structure of a multiple choice competition is considered as the first level of assessment of the mathematics component of the synthetic competence. As the second level under consideration is the set of complex tasks in a competition test any of which is a bouquet of ideas. Our standpoint on the didactic specifics and goals of the two levels in perspective of the gifted education is briefly presented in the article and some examples are given.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.887-900
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• 2011

Teachers use explanations to communicate important scientific ideas to students. Consequently, all biology teachers should be evaluated to determine how effective they are at constructing and communicating biological explanations. Open response questions are required to detect pre-service biology teachers' abilities to communicate robust and accurate scientific explanations. Nevertheless, multiple-choice questions are typically preferred by educators because of the common drawbacks of using open-response instruments, such as scoring time, inter-rater scoring disagreements, and delayed feedback to test takers. This study aims to measure pre-service biology teachers' competence in building scientific explanations and to investigate how accurately multiple-choice questions predict the results of open-response questions. One hundred twenty four pre-service biology teachers participated in the study and were administered 20 multiple-choice items and three open-response items designed to measure the accuracy and quality of their explanations of evolutionary change. The results demonstrated that pre-service teachers displayed higher competence when tested with multiple choice items than when tested with open response items. Moreover, scores derived from multiple-choice items poorly predicted the scores derived from open-response items. Multiple-choice items were also found to be poor measures of the consistency, purity and abundance of conceptual elements in teachers' evolutionary explanations. Additionally, many teachers held mixed-models composed of both scientific and naive ideas, which were difficult to detect using multiple-choice formats. Overall, the study indicates that multiple-choice formats are poorly suited to measuring several aspects of biology teachers' knowledge of evolution, including their ability to generate scientific explanations. This study suggests that open-response items should be used in teacher education programs to assess pre-service teachers' explanatory competency prior to being permitted to teach science to children.

• Korean Journal of Cognitive Science
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• v.21 no.4
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• pp.627-653
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• 2010

The present study proposes and examines a new type of multiple-choice math test. In this format, the options are the intermediate derivatives of the math problem solution process rather than the final answers. This idea originates from the studies on the effect of worked-out examples. In these studies, it has been shown that students learn better when they were presented with worked-out examples than when presented with final answers by themselves. In line with these findings, we introduced the intermediate derivatives of the solution process as the options of multiple-choice items so that the test-taker will have a chance to examine the solution process. The test was implemented as a computerized test in which students can solve problems in a short answer format, and then pick a multiple-choice option which appears when requested. The experimental group had multiple-choice options which were intermediate derivatives of the solution process, and the control group had the final answers as the options as in most multiple-choice tests. The participants were 6th graders in elementary school. The posttest results revealed that the average score of the experimental group was higher than that of the control group. The results suggest that tests that use intermediate derivatives of the problem solution process as options can be used as learning tools in the classrooms. Finally, directions for further studies were discussed.

• The Research Journal of the Costume Culture
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• v.9 no.6
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• pp.807-817
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• 2001

The purpose of this study was to examine the consumer's importance of store attributes and store choice behavior according to the shopping orientations and gender. The data were collected via a questionnaire from students who were attending in Semyung University in Chechoen. The results were analyzed by factor analysis, Cronbach's alpha, cluster analysis, χ²-test, Duncan-test, ANOVA, t-test and multiple regression. The results of this study were as follows; 1 . According to the shopping orientations, consumers were classified into six groups. Each group differed in perferring store attributes and store choice behavior. 2. The significant differences were found in the importance of store attributes and shopping orientations according to the gender. 3. Additionally, importance of store attributes were affected by gender and shopping orientations.

• Korean Journal of Cognitive Science
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• v.21 no.2
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• pp.283-307
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• 2010

In this study, a new open-ended format math testing system for elementary school students has been proposed. This system is an application of the recently proposed Constructive Multiple-choice Testing (CMT) system on math testing. The CMT system is a testing system in which the examinee has to respond to an item twice, first in an open ended format, and then in the multiple choice format. The advantages of this system is that process information can easily be obtained and that the examinee can receive feedback immediately after the test, based on his/her multiple choice responses. This open-ended format math testing system includes the manager mode, which allows the generation of the test items and student account management, and the testing mode, which allows the students to input their solution process using the menu bar and the keyboard. When two groups, one tested using the CMT system and the other tested using the paper and pencil test, were compared, there was no significant difference in average scores between the two groups although the testing time was longer for the group tested using the CMT system. This result suggests that the open-ended format math testing system proposed in this study can be used effectively in the actual classroom setting.

• The Korean Journal of Emergency Medical Services
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• v.20 no.3
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• pp.95-105
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• 2016

Purpose: The purpose of the study was to examine the career obstacle factors and career identity according to career choice type among paramedic students. Methods: A self-reported questionnaire was completed by 234 paramedic students in C area from August 25 to September 3, 2015. The questionnaire consisted of general characteristics of the subjects, career obstacle factors, career identity, and types of career choice. The data were analyzed by t test, ANOVA, post hoc $Scheff{\acute{e}}$ test, Pearson's correlation analysis, and multiple regression analysis using SPSS v. 20.0. Results: Career obstacle factors and career identity of paramedic students had significant differences on motivation of university choice, major satisfaction, and job preference. A stable type of career choice showed a significantly lower score for career obstacle factors and a higher score for career identity. Career identity had a strongly positive relationship with major satisfaction and had a negative relationship with career obstacle factors. Logistic regression analysis revealed that the main variables affecting career identity were types of career choice, motivation of university choice, major satisfaction, and career obstacle factors. The explanatory power was 58.0%. Conclusion: The development of a career integrity enhancement program can solve the career obstacle factors for paramedic students.

• The Journal of Korean Association of Computer Education
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• v.23 no.1
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• pp.29-36
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• 2020

Various items were used as evaluation tools that identify the student's abilities accurately to confirm the completion of learning. Among them, the multiple choice item has the advantages of high objectivity and reliability in scoring, but it cannot remove the factor of guessing. In this paper, the multiple choice items are classified into two types according to the relationship between the questionnaire and the choices. One is the type used in the classical test theory with the probability of guessing 1/k for k choices and the other is the novel proposed type which introduces the concept of partial knowledge. In the proposed type, the probability of guessing when the number of knowledge i is (i+1)/k for k choices. Based on the assumptions of the previous theories about multiple choice items, we derive the guessing parameter about the proposed type. And we analyzed the effect of the guess on the correct answer in the existing type and the proposed type. This shows that the proposed type has more question guessing than the existing type.