• Title/Summary/Keyword: type of question

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The Characteristics of Formative Assessment in Elementary School Science Teaching (초등학교 과학수업에서 형성평가의 실제)

  • 엄재호;남정희;최병순
    • Journal of Korean Elementary Science Education
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    • v.19 no.2
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    • pp.83-92
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    • 2000
  • The purpose of this study was to investigate the characteristics of formative assessment in elementary school science teaching. In order to examine the practices of formative assessment in science teaching, 8 science classes were observed and video-taped for each of two instructions. We also interviewed the teachers and students with semi-structured questions. The result indicated that the teachers used planned formative assessment and interactive formative assessment. Teachers assessed three aspects of student loaming in science classroom: the student's personal, social and science development. However, the majority assessed in science teaching was science development. Teachers used observation, question and answer, dialogue, reports, and presentation as the formative assessment methods. The process of formative assessment was categorized as to get information, to judge and to give feedback. These three aspects were interrelated and interdependent. The type of question and feedback was influenced on the extent of the interaction between teachers and students.

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Analysis of Question and Sentence in High Environmental Science Textbook (고등학교 환경과학 교과서의 질문과 문장 내용 분석)

  • Lee, Bong-Hun;Moon, Seong-Bae;Moon, Jung-Dae
    • Journal of Environmental Science International
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    • v.6 no.3
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    • pp.213-218
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    • 1997
  • The question style In high school enoronmental science textbook was examined in terms of the placement, frequency, and type of question, and then analyzed the kind of scientific Inquiry process elicited by the question In the topic of textbook using the Tektbook guestioning Strategy Assessment Instrument (TQSAI). The average number of question per topic was only 0.6. The number of all Question In the high school enororunental science textbook was very little : the number of non-experiential Question was 8 and that of experiential one was 3. The total number of sentence was 1,236 and the ratio of the number of Question to that of sentence was 0.9% . The frequency of non-experlential question was higher than that of experiential one. In action part of the textbook, there were more kinds of Question styles than In the matin part.

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A Study on the Aptitude Test for Train Drivers (철도 기관사의 적성검사에 대한 연구)

  • Kook, Kwang-Ho;Han, Sang-Wook;Han, Kyong-Rok
    • Proceedings of the KSR Conference
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    • pp.507-513
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    • 2007
  • Since 1971, the aptitude test for domestic train drivers has been long maintained. With the revision of the Railroad Safety Act in 2006, the aptitude test was changed from the type of written and skill test into the type of question-and-answer and reaction test. However, the main structure of the test was not changed. In this paper, we focus our attention on the improvement of the present aptitude test. We surveyed on two groups, one is the railroad expert group and another is train driver's group, questioning about the importance of the domestic and foreign aptitude test items. Based on the analysis, we suggest desirable aptitude test system for the railroad safety.

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Relationship between Maternal Conversational Function and Question Type and Early Language Development (어머니가 사용한 담화기능 및 질문유형과 영아의 언어발달과의 관계)

  • Lee Kwee-Ock
    • The Korean Journal of Community Living Science
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    • v.17 no.3
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    • pp.3-14
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    • 2006
  • The purpose of this study was to investigate the relationship between conversational function and question type in mothers' utterances and their infant's language development. The subjects were 20 infants from 1;07 to 1;11 years of age in Yanji, China. Each child's spontaneous natural speech during interaction with his/her mother was videotaped for about 30 minutes. The children and their mother's spontaneous utterances were transcribed and coded for the number of type and token of word, grammatical morpheme conversational function and type of question in mother's language input to her child. The result showed that mothers used questions as the most frequent conversational function with their infants. The number of questions in conversational function in mothers' utterances positively correlated with the type of word, type of morpheme and grammatical morpheme in infants' utterance. However, there was no correlation between mothers' language input and infant early language development.

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Concept-based Question Answering System

  • Kang Yu-Hwan;Shin Seung-Eun;Ahn Young-Min;Seo Young-Hoon
    • International Journal of Contents
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    • v.2 no.1
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    • pp.17-21
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    • 2006
  • In this paper, we describe a concept-based question-answering system in which concept rather than keyword itself makes an important role on both question analysis and answer extraction. Our idea is that concepts occurred in same type of questions are similar, and if a question is analyzed according to those concepts then we can extract more accurate answer because we know the semantic role of each word or phrase in question. Concept frame is defined for each type of question, and it is composed of important concepts in that question type. Currently the number of question type is 79 including 34 types for person, 14 types for location, and so on. We experiment this concept-based approach about questions which require person s name as their answer. Experimental results show that our system has high accuracy in answer extraction. Also, this concept-based approach can be used in combination with conventional approaches.

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A Study on Mathematics Question Item Trend in Elementary School Teacher Selection Test (초등교사 임용 시험에서 수학 교과 문항의 출제 동향 분석)

  • Lee, Jong-hak
    • Journal of the Korean School Mathematics Society
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    • v.18 no.4
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    • pp.431-448
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    • 2015
  • Elementary school teacher selection test has to be implemented for knowledge(MKT) to estimate and to be a step in the expansionary direction. For this, It has to be analyzed closely in terms of teacher's MKT first that questions set from selection tests until now. In this research, some standards were established by type of question, grade, contents field and subject from 84 mathematics questions set at examinations. And it was analyzed concretely by general tendency and produced the results of analysis related to elementary teacher's MKT in elementary school teacher selection test since year 2000. The results showed that descriptive and short answer type was mostly set(71.4%) in type of question and integrated grade type was mostly set(41.7%) in type of grade in elementary school teacher selection test. And in type of contents field, rated from highest to lowest, number and operations(31.0%), measurement(23.8%), figure(15.5%) were set. Textbook/manual(34.5%), solution of problem(26.2%), learning psychology(13.1%) in status of subject were followed in order, but there's no relationship with estimation. This research was based on a standard of precedent study and made an analysis of elementary mathematics questions of selection test since year 2000. Therefore, it has a meaning because of produced results from analysis related to elementary teacher's MKT.

Content Analysis of Collaborative Digital Reference Service Knowledge Information Database (협력형 디지털 참고서비스(CDRS) 지식정보DB 내용분석 연구)

  • Jang, Su Hyun;Nam, Young Joon
    • Journal of the Korean BIBLIA Society for library and Information Science
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    • v.32 no.2
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    • pp.101-123
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    • 2021
  • This study analyses the questions and answers contained in the Knowledge Information Database of the collaborative digital reference service, 'Ask a librarian'. And based on the results of status of user requests, this study draws information usage behavior in the early stages of the service was derived. 1,124 Knowledge Information Database items out of 3,506 cases was analyzed by nine criterion. ① Number of questions and whether to be reference questions, ② Subject and keywords of the question, ③ Purpose of the question, ④ Type of question, ⑤ User's information request, ⑥ Information source and reference services provided by the librarian, ⑦ Number of days to answer, ⑧ Level of the participating library, ⑨ Question type by topic. As a results of analysis, first, users asked for reference questions from various topics as needed, rather than one from a similar topic at a time, but more than half of the total pure reference questions were from the field of library information science. Second, about 71.35% of users were using the 'Ask a librarian' service to recommend a list of information resources related to a particular topic or research problem, and there were also questions that required consultation on the reading situation. Third, the most preferred sources of information for users were bibliography, and in the case of online information sources, users did not relatively prefer them. Fourth, the number of days required to answer was able to confirm significant differences depending on the type of question and the level of the participating library. Fifth, 31.33% of the purpose of the general field question showed that were self-generated.

VS3-NET: Neural variational inference model for machine-reading comprehension

  • Park, Cheoneum;Lee, Changki;Song, Heejun
    • ETRI Journal
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    • v.41 no.6
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    • pp.771-781
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    • 2019
  • We propose the VS3-NET model to solve the task of question answering questions with machine-reading comprehension that searches for an appropriate answer in a given context. VS3-NET is a model that trains latent variables for each question using variational inferences based on a model of a simple recurrent unit-based sentences and self-matching networks. The types of questions vary, and the answers depend on the type of question. To perform efficient inference and learning, we introduce neural question-type models to approximate the prior and posterior distributions of the latent variables, and we use these approximated distributions to optimize a reparameterized variational lower bound. The context given in machine-reading comprehension usually comprises several sentences, leading to performance degradation caused by context length. Therefore, we model a hierarchical structure using sentence encoding, in which as the context becomes longer, the performance degrades. Experimental results show that the proposed VS3-NET model has an exact-match score of 76.8% and an F1 score of 84.5% on the SQuAD test set.

Analysis on Teachers' Perception of Questioning and Teaching Practices in Elementary Science Class (초등 과학 수업에서 나타나는 교사의 발문에 대한 인식과 실제 수업 분석)

  • Choi, Chui-Im;Cho, Min-Jung;Yeo, Sang-Ihn
    • Journal of Korean Elementary Science Education
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    • v.31 no.1
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    • pp.57-70
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    • 2012
  • We investigated the perception and preferred type of question and analyzed type of questions asked by teachers in elementary science class to identify how teachers' perception of questioning is reflected in teaching practices. We collected the data from questionnaires, deep-interview and audiotaped four classes from grade 3 and six classes from grade 6. The data form deep-interview were analyzed interpretively and Blosser' framework of question was used to analyze questions which teachers used in classes. By interpretation of data from questionnaires, the teachers agreed that questioning affects science class in elementary school. There were a little differences in perceptions of questioning among three teachers. They preferred various types of question rather than a specific type. They didn't have a good understanding of questioning. The result showed that the teachers used frequently cognitive-memory question and convergent thinking question, which belonged to closed questions in their science classes. This didn't accord with their preferred types of question. The causes came from objectives of science instruction, degree of understanding about questioning, preference and confidence for science class. From this findings, we suggested that teachers should be given opportunities to take training courses in questioning in order to use effective questioning in science class.

A Study on the Aptitude Test for Train Drivers (철도기관사의 적성검사에 관한 연구)

  • Shin, Tack-Hyun;Kook, Kwang-Ho;Park, Keon-Ok;Han, Sang-Wook
    • Journal of the Korean Society for Railway
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    • v.10 no.5
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    • pp.533-539
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    • 2007
  • Since 1971, the aptitude test for domestic train drivers has long been maintained without any overall change. With the revision of the Railroad Safety Act in 2006. the aptitude test was changed from the type of written and skill test into the type of question-and-answer and reaction test. However, the main structure of the test is being maintained unchanged. In this paper, we focus our attention on the improvement of the present aptitude test. We surveyed on two groups, one is the railroad expert group and another is train driver's group, questioning about the importance of the domestic and foreign aptitude test items. Based on the analysis, we suggest desirable aptitude test system for the railroad safety.