• English Language & Literature Teaching
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• v.7 no.2
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• pp.17-36
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• 2002

This article begins by exploring recent developments in the use of the world wide webs in language testing about what a Web-based language test (WBT) is and how they are used in language testing. After a brief review of computer-based testing, WBTs are defined and categorized as low-tech or high tech. Since low-tech tests are the more feasible, they will constitute the focus of this paper. Next, item types for low-tech WBTs are described, and validation concerns that are specific to WBTs are discussed. After a brief overview of the combination of computer-adaptive and Web-based tests, the general advantages as well as design and implementation issues of WBTs are considered before examining the role that testing consequences play in deciding whether a WBT is an appropriate assessment instrument. It is argued that WBTs are most appropriate in low-stakes testing situations; but with proper supervision, they can also be used in medium-stakes situations although they are not generally recommended for high-stakes situations. Some possible ideas for future research are suggested.(169)

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.327-336
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• 1998

The purposes of this study were to investigate 6th-graders' use of cognitive strategies and metacognitive strategies in usual learning and testing situations, and to compare the difference in the use of the strategies by students' science achievement, learning motivation, and gender. The relationship among these strategies, science achievement, and learning motivation were also examined, and the portion of variance of explanation for achievement score was studied by a multiple regression analysis. The results showed that high-achieving students used more cognitive strategies and metacognitive strategies in usual learning and more cognitive strategies in testing situations than low-achieving students. Highly motivated students used more cognitive and metacognitive strategies than poorly motivated students in all situations. Elementary female students used more learning strategies than male students in usual learning. On the other hand, no gender differences was found to be significant in the use of strategies in testing situations. These learning strategies were significantly correlated with the science achievement and motivation scores. The cognitive strategies in usual learning accounted for the significant portion of the variance of the achievement score. Educational implications are discussed.

• Journal of Korean Society for Quality Management
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• v.17 no.2
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• pp.17-26
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• 1989

This paper is concerned with forecasting the existing number of errors in the computer software and optimizing the stopping time of the software test based upon the forecasted number of errors. The most commonly used models have assessed software reliability under the assumption that the software failure late is proportional to the current fault content of the software but invariant to time since software faults are independents of others and equally likely to cause a failure during testing. In practice, it has been observed that in many situations, the failure rate decrease. Hence, this paper proposes a mathematical model to describe testing situations where the failure rate of software limearly decreases proportional to testing time. The least square method is used to estimate parameters of the mathematical model. A cost model to optimize the software testing time is also proposed. In this cost mode two cost factors are considered. The first cost is to test execution cost directly proportional to test time and the second cost is the failure cost incurred after delivery of the software to user. The failure cost is assumed to be proportional to the number of errors remained in the software at the test stopping time. The optimal stopping time is determined to minimize the total cost, which is the sum of test execution cast and the failure cost. A numerical example is solved to illustrate the proposed procedure.

• ETRI Journal
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• v.35 no.1
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• pp.109-119
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• 2013

Static testing of analog-to-digital (A/D) and digital-to-analog (D/A) converters becomes more difficult when they are embedded in a system on chip. Built-in self-test (BIST) reduces the need for external support for testing. This paper proposes a new static BIST structure for testing both A/D and D/A converters. By sharing test circuitry, the proposed BIST reduces the hardware overhead. Furthermore, test time can also be reduced using the simultaneous test strategy of the proposed BIST. The proposed method can be applied in various A/D and D/A converter resolutions and analog signal swing ranges. Simulation results are presented to validate the proposed method by showing how linearity errors are detected in different situations.

• International Journal of Contents
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• v.10 no.3
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• pp.41-46
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• 2014

A cause-effect graph considers only the desired external behavior of a system by identifying input-output parameter relationships in the specification. When testing a software system with cause-effect graphs, it is important to derive a moderate number of tests while avoiding loss in fault detection ability. Pairwise testing is known to be effective in determining errors while considering only a small portion of the input space. In this paper, we present a new testing technique that generates pairwise tests from a cause-effect graph. We use a Boolean Satisbiability (SAT) solver to generate pairwise tests from a cause-effect graph. The Alloy language is used for encoding the cause-effect graphs and its SAT solver is applied to generate the pairwise tests. Using a SAT solver allows us to effectively manage constraints over the input parameters and facilitates the generation of pairwise tests, even in the situations where other techniques fail to satisfy full pairwise coverage.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.331-341
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• 2001

This study is to investigate whether young Korean children have understanding for testing hypothesis. Questions explored are; First, do children have notions of testing hypothesis? Or, do they just produce an effect? Second, choosing between conflicting hypotheses, can children distinguish between experiments that would produce conclusive and inconclusive evidence? For this study, 15 first grade and 15 second grade children in elementary school located in Kyunggi area near Seoul participated. Data collection and analysis were based on interviews with children for two weeks. Children were presented two conflicted hypotheses to decide which one is correct through conclusive evidence and inconclusive evidence in the interview. The results showed that children(1st: 93.3%, 2nd: 81.3%) of each grade can distinguish between hypothesis and evidence to do testing hypothesis, and distinguish between conclusive and inconclusive evidence. In conclusion, most young children have understanding of testing hypothesis based on their familiar experiences, so it was possible for them to differentiate hypothesis from evidence in certain situations.

• International Commerce and Information Review
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• v.11 no.2
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• pp.329-342
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• 2009

The purpose of this study was to identify the issues which how situational constraints of negotiation affect outcomes. To achieve the purpose of this research, a multiple regression model was set up to identify the relationships between situational constraints of negotiation and negotiation outcome on international trade contracts. To implement the study, empirical questionnaires were collected from Korean business men who have actually conducted international trade with foreign firms. Reliability analysis and factor analysis were used to assess the reliability and validity of research variables. and multiple regression analysis were used for testing the relationships between situational constraints of negotiation and negotiation outcome. From this study, following results were identified; i) situational constraints of negotiation effects on negotiation outcomes ii) arbitrary and continuous situations affect significantly positive on negotiation outcomes iii) submissive situations affect significantly negative effects on negotiation outcomes In conclusion, participant of negotiation and their managers try to promote negotiation situation toward to arbitrary and continuous situations if they have any availability.

• The Korean Journal of Applied Statistics
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• v.25 no.3
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• pp.423-434
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• 2012

A two-sample test for equality of survival distribution is one of the important issues in survival analysis, especially for clinical and epidemiological research. With interval censored data, some testing methods have been developed. This study introduces some testing methods and compares them under various situations through simulation study. Based on simulation result, it provides some useful information on choosing the most appropriate testing method in a given situation.

• Journal of the Microelectronics and Packaging Society
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• v.21 no.4
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• pp.33-39
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• 2014

To establish the reliability of a packaging structures, adhesion testing of key interfaces is a critical task. Due to the material mismatch, the interface may be prone to delamination failure due to conditions during the manufacturing of the product or just from the day-to-day use. To assess the reliability of the interface adhesion strength testing can be performed during the design phase of the product. One test method of interest is the four-point bending (4PB) adhesion strength test method. This test method has been implemented in a variety of situations to evaluate the adhesion strength of interfaces in bimaterial structures to the interfaces within thin film multilayer stacks. This article presents a review of the 4PB adhesion strength testing method and key implementations of the technique in regards to semiconductor packaging.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1110-1122
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• 2010

The purpose of this study was to identify elementary school students' alternative conceptual types of the movement of the moon and to find out how these types change when confronted with cognitive conflict situations. To find out alternative conceptual types, 206 sixth graders were sampled, and to investigate how the alternative conceptual types were changed by cognitive conflict situations, and 30 students were systematically resampled by alternative conceptual types. Data were collected through the pre- and post-test instruments, including five items that were used for testing the students' alternative conceptual types and changes after conflict situations. After the pre-test, students were instructed to determine the change of the alternative preconceptions using conflict situations. We found that a majority of students had various kinds of alternative preconceptions formed from their early years of elementary school. The cognitive conflict situations were effective for the conceptual change of the movement of the moon. Specifically, in all groups, the subjects' understanding of "the movement of the early evening crescent moon" changed scientifically.