• The Mathematical Education
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• v.44 no.2 s.109
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• pp.215-228
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• 2005

The purpose of this study is to development the scoring framework for teacher knowledge of fractions. This framework is qualified in the content-validity by professional educators' evaluation and in the reliability by correlation coefficient. 2 math educators judged that this framework is composed of appropriate scoring category, scoring criterion, and scoring level. After 2 teachers scored the tasks, correlation coefficient was calculated between evaluators. The coefficient is evaluated high in that it is more than 0.80.

• Archives of Plastic Surgery
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• v.32 no.1
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• pp.60-66
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• 2005

Total auricular reconstruction with autogenous tissue remains one of the greatest technical challenges for reconstructive plastic surgeons because of the ear's complex morphology with delicately convoluted cartilages and very thin skin. In a successfully created ear, a natural three-dimensional illusion visualized from the patient's profile, frontal, and posterior views is crucial. Accordingly ear framework should have adequate lateral aspect as well as suitable frontal aspect even before being lifted to this purpose. For this goal, rib cartilage should be harvested from three-dimensionally adequate area. It is the most essential point in framework fabrication that the baseblock should have semi-cup curvature via multiple parallel cuts made on its medial surface. Between January 1999 and May 2003, we performed 29 cases of total ear reconstruction with autogenous rib cartilage graft using this scoring technique and obtained satisfactory results, which showed more natural appearance visualized from the patient's profile, frontal, and posterior views.

• Asia pacific journal of information systems
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• v.30 no.4
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• pp.847-878
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• 2020

In the era of disruptive change, a data-driven approach is vital to Human Resource Management (HRM) of any leading organization, for it is used to gain a competitive advantage. HR analytics (HRA) has emerged as innovative technologies since advanced analytics, i.e., predictive or prescriptive analytics, were widely used in the High Performing Organizations (HPOs). Therefore, many organizations elevate themselves to become HPOs through Data Science on the "people side." This paper proposes a systematic literature review using the Literature Weighted Scoring (LWS) to develop a conceptual framework based on three adoption theories, which are the Technology-Organization-Environment (TOE), Diffusion of Innovation (DOI), and Unified Theory of Acceptance and Use of Technology (UTAUT). The results show that a total of 13 theory-derived factors are determined as influential factors affecting HRA adoption, and the top three factors are "Quantitative Self-Efficacy," "Top Management Support," and "Data Availability." The conceptual framework with hypotheses is proposed to provide a foundation for further studies on organizational HRA adoption.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.22 no.3
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• pp.601-613
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• 2012

It is required to design and implement secure web applications to provide safe web services. For this reason, there are several scoring frameworks to measure vulnerabilities in web applications. However, these frameworks do not classify according to seriousness of vulnerability because these frameworks simply accumulate score of individual factors in a vulnerability. We rate and score vulnerabilities according to probability of privilege acquisition so that we can prioritize vulnerabilities found in web applications. Also, our proposed framework provides a method to score all web applications provided by an organization so that which web applications is the worst secure and should be treated first. Our scoring framework is applied to the data which lists vulnerabilities in web applications found by a web scanner based on crawling, and we show the importance of categorizing vulnerabilities according to privilege acquisition.

• School Mathematics
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• v.3 no.2
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• pp.325-354
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• 2001

The study aims to develop balanced performance assessment tasks for primary school mathematics which can be implemented in the primary school easily. In order to these purposes, I suggest the types of performance assessment tasks and the framework of assessment standards for the balanced performance assessment with describing the procedures of developing tasks and rubrics. The types of task are journal writing, problem posing, constructed task, and descriptive task. In the framework of assessment standards, I suggest holistic scoring which are classified as four levels according to the degree of excellence which students perform totally concerning about the criterion of implication, reasoning, accuracy, and communication. Also I analyse the responses of children to the task “make a beautiful pattern” and suggest its assessment rubric and anchor papers for each level for illustrating the process of developing a rubric in holistic scoring. In order to reflect the viewpoints of children and their Parents concerning about the tasks, the responses in self assessment and parent assessment are analysed. Finally, methods of implementing the assessment tasks and considerations are discussed.

• International Journal of Aeronautical and Space Sciences
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• v.13 no.1
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• pp.99-105
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• 2012

Track-before-detect techniques based on dynamic programming have provided solutions for detecting targets from a sequence of images. In its application to airborne threat detection, dynamic programming solutions should take into account the distinguishable properties of objects in a collision course. This paper describes the development of a new track scoring function that accumulates scores for airborne targets in Bayesian framework. Numerical results show that the proposed scoring function has slightly better detection capabilities.

• ETRI Journal
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• v.46 no.1
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• pp.82-95
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• 2024

As automated essay scoring (AES) has progressed from handcrafted techniques to deep learning, holistic scoring capabilities have merged. However, specific trait assessment remains a challenge because of the limited depth of earlier methods in modeling dual assessments for holistic and multi-trait tasks. To overcome this challenge, we explore providing comprehensive feedback while modeling the interconnections between holistic and trait representations. We introduce the DualBERT-Trans-CNN model, which combines transformer-based representations with a novel dual-scale bidirectional encoder representations from transformers (BERT) encoding approach at the document-level. By explicitly leveraging multi-trait representations in a multi-task learning (MTL) framework, our DualBERT-Trans-CNN emphasizes the interrelation between holistic and trait-based score predictions, aiming for improved accuracy. For validation, we conducted extensive tests on the ASAP++ and TOEFL11 datasets. Against models of the same MTL setting, ours showed a 2.0% increase in its holistic score. Additionally, compared with single-task learning (STL) models, ours demonstrated a 3.6% enhancement in average multi-trait performance on the ASAP++ dataset.

• Journal of the Institute of Electronics Engineers of Korea TC
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• v.47 no.2
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• pp.95-102
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• 2010

This paper proposes a SPIT(Spam over IP Telephony) prevention framework which is using expanded white-list in real-time VoIP environment. The existing schemes are vulnerable to attack from spammers since they can continue to transfer SPIT upon changing their ID. And existing frameworks have experienced the time delay and overload as session initiates due to real-time operation. To solve these problems, the proposed scheme expands the scope of white lists by forming social networks using the white list, but it is to decide quickly whether pass a caller ID without searching the entire database. The proposed framework takes the three-stage architecture and the fast scoring system. The proposed framework minimize user's inconvenience and time delay for initiation of session, therefore, it is proper for real-time VoIP environment.

• Research in Mathematical Education
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• v.25 no.4
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• pp.285-309
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• 2022

A large body of previous studies investigated mathematical tasks by analyzing the design process prior to lessons or textbooks. While researchers have revealed the significant roles of mathematical tasks within written curricular, there has been a call for studies about how mathematical tasks are implemented or what is experienced and learned by students as enacted curriculum. This article proposes a mathematical task analytic framework based on a holistic definition of tasks encompassing both written tasks and the process of task enactment. We synthesized the features of the mathematical tasks and developed a task analytic framework with multiple dimensions: breadth, depth, bridging, openness, and interaction. We also applied the scoring rubric to analyze three multiplication tasks to illustrate the framework by its five dimensions. We illustrate how a series of tasks are analyzed through the framework when students are engaged in multiplicative thinking. The framework can provide important information about the qualities of planned tasks for mathematics instruction (proactive) and the qualities of implemented tasks during instruction (reactive). This framework will be beneficial for curriculum designers to design rich tasks with more careful consideration of how each feature of the tasks would be attained and for teachers to transform mathematical tasks with the provision of meaningful learning activities into implementation.

• Journal of The Korean Association For Science Education
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• v.29 no.3
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• pp.277-290
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• 2009

In the era of the outcome-based education, multiple-choice test has been widely employed owing to its efficiency that enables educators to evaluate a quantity of students with much objectiveness. However, the prevalent test has not been reconsidered enough to overcome its apparent shortcomings: examiners' effort for developing plausible and faultless distracters defending from every falsification, and students' random guessing on key choices. For alleviating such defects, tiered test as an experimental format of multiple-choice tests has been suggested in science education. Since there has not accumulated much study on the implementation of tiered tests, our research aim is set to construct a framework suggesting statistical indexes for rationally discerning tiered units that develop an effective tiered test. Graded both by our tiered-scoring and by the conventional partial-scoring, the preliminary tiered test in secondary physics attests the improvement in its discrimination and difficulty distribution. The findings reveal that the two indexes discern effective tiered items: discrimination increase (Ct-p) and difficulty decrease (Dp-t). Based on the index information, 4 heterogeneous tier types are recommended in the content of secondary physics: directional manipulation, repeated calculation, diverse explanation, and plural variables.