• KIPS Transactions on Software and Data Engineering
• /
• v.4 no.1
• /
• pp.19-30
• /
• 2015

Smart TV manufacturers have constructed automatic Smart TV execution environment for reducing cost of Smart TV testing. However, the conventional test methods still require high cost because of manual test script written by testers. Test scripts manully written have less reusability, and then less reusable scripts cannot be used for new TV models. In this paper, we propose constructing reusable test models for Smart TV and present a model-based Smart TV test script generation method using the modes. And we apply the method to NetCast Smart TV to confirm the effectiveness of enhancing reusability.

• Education of Primary School Mathematics
• /
• v.3 no.1
• /
• pp.37-45
• /
• 1999

This paper investigates the comparative effectiveness of two kinds of instructional methods in transfer of mathematics learning: one based on the situated cognition, ie. situated learning and the other based on traditional learning. Two classes of second graders studied the instruction about 3-digit addition and subtraction. After that, they completed two written tests and a real situation test. As a result. no significant differences were found between the two group's performance on the written test 1 and real situation test. But the situated learning group performed significantly better on the performance of story problem than traditional group. This result indicated that the situated learning made improvement in transfer of mathematic loaming. As a result of interviews with 12 children, the situated loaming group's children were able to use contextual resources in solving real situation as well as story problems.

• English Language & Literature Teaching
• /
• v.16 no.1
• /
• pp.123-142
• /
• 2009

The present study used multi-faceted Rasch measurement to explore the characteristics and bias patterns of non-native raters when they scored L2 writing tasks. Three raters scored 254 writing tasks written by Korean university students on two topics adapted from the TOEFL Test of Written English (TWE). The written products were assessed using a five-category rating scale (Content, Organization, Language in Use, Grammar, and Mechanics). The raters only showed a difference in severity with regard to rating categories but not in task types. Overall, the raters scored Grammar most harshly and Organization most leniently. The results also indicated several bias patterns of ratings with regard to the rating categories and task types. In rater-task bias interactions, each rater showed recurring bias patterns in their rating between two writing tasks. Analysis of rater-category bias interaction showed that the three raters revealed biased patterns across all the rating categories though they were relatively consistent in their rating. The study has implications for the importance of rater training and task selection in L2 writing assessment.

• Journal of The Korean Association For Science Education
• /
• v.29 no.7
• /
• pp.759-766
• /
• 2009

This study was conducted to examine 10 Belizean teachers' conceptions about the causes of seasonal change. This research was conducted with an integrated method using a open ended written test and an interview which included a drawing. There are four categories, explained by the teachers, as the causes of seasonal changes. They are; climate, rotation of the earth on its axis, revolution of the earth around the sun, and the tilting of earth's axis as it revolves. Most teachers misunderstood that the first of three categories was responsible for seasonal change. Second, it is more effective to use the integrated method shown in this research than to use only a written test when seriously investigating the causes and understanding of seasonal change. Third, 8 out of 10 teachers could not correctly explain the causes of seasonal change. The reasons for seasonal change seemed to be hard for the informants to understand even though it was taught in elementary, middle, high school, and college elective classes.

• KIPS Transactions on Software and Data Engineering
• /
• v.8 no.8
• /
• pp.331-342
• /
• 2019

This paper proposes a method to generate test cases and test scripts from software requirements written in a controlled natural language, which helps develop reliable embedded software. In the proposed method, natural language requirements are written in a controlled language, the requirements are parsed and then inputs, outputs and operator data are extracted from the requirements. Test cases are generated from the extracted data following test case generation strategies such as decision coverage, condition coverage or modified condition/decision coverage. And then the test scripts, physical inputs of the test cases are generated with help of the test command dictionary. With the proposed method, it becomes possible to directly check whether software properly satisfies the requirements. Effectiveness of the proposed method is verified empirically with an requirement set.

• 한국항공운항학회:학술대회논문집
• /
• 2007.06a
• /
• pp.3-6
• /
• 2007

• Journal of The Korean Association For Science Education
• /
• v.36 no.3
• /
• pp.389-397
• /
• 2016

This study aims to test the efficacy of English-based automated computer scoring models and machine translation to score Korean college students' written responses on natural selection concept items. To this end, I collected 128 pre-service biology teachers' written responses on four-item instrument (total 512 written responses). The machine translation software (i.e., Google Translate) translated both original responses and spell-corrected responses. The presence/absence of five scientific ideas and three $na{\ddot{i}}ve$ ideas in both translated responses were judged by the automated computer scoring models (i.e., EvoGrader). The computer-scored results (4096 predictions) were compared with expert-scored results. The results illustrated that no significant differences in both average scores and statistical results using average scores was found between the computer-scored result and experts-scored result. The Pearson correlation coefficients of composite scores for each student between computer scoring and experts scoring were 0.848 for scientific ideas and 0.776 for $na{\ddot{i}}ve$ ideas. The inter-rater reliability indices (Cohen kappa) between computer scoring and experts scoring for linguistically simple concepts (e.g., variation, competition, and limited resources) were over 0.8. These findings reveal that the English-based automated computer scoring models and machine translation can be a promising method in scoring Korean college students' written responses on natural selection concept items.

• Journal of the korean academy of Pediatric Dentistry
• /
• v.45 no.3
• /
• pp.280-289
• /
• 2018

This study aimed to investigate the effects of learning with role-playing on student satisfaction and achievement regarding behavior management teaching in pediatric dentistry. 93 students were divided into 19 groups and randomly assigned to role-play as a doctor, patient, parent, assistant, or narrator. Their performances were evaluated by the instructor and the satisfaction survey was conducted. All participants took the written test and were asked to compare lecture and role-playing with regard to the effectiveness of learning. Statistical analysis was performed with Mann-Whitney U test, Independent T-test, and Kruskal-Wallis test. 68 students (73.1%) who believed that the role-playing was more helpful than lecture showed higher level of satisfaction than students who believed lecture was more helpful. But there were no differences in the tutor evaluation score and the written test scores. Participants in the patient management scenario showed higher level of descriptive question scores of the written test and tutor evaluation score than those who participate in the parent management scenario. There were no differences between the role groups. Role-playing may help students to become more interested and participatory in learning behavior management. The level of satisfaction may differ by the design and content of the scenario.

• Korean Medical Education Review
• /
• v.21 no.1
• /
• pp.51-58
• /
• 2019

Although 'assessment for learning' rather than 'assessment of learning' has been emphasized recently, student learning before examinations is still unclear. The purpose of this study was to investigate pre-assessment learning activities (PALA) and to find mechanism factors (MF) that influence those activities. Moreover, we compared the PALA and MF of written exams with those of the clinical performance examination/objective structured clinical examination (CPX/OSCE) in third-year (N=121) and fourth-year (N=108) medical students. Through literature review and discussion, questionnaires with a 5-point Likert scale were developed to measure PALA and MF. PALA had the constructs of cognitive and meta-cognitive activities, and MF had sub-components of personal, interpersonal, and environmental factors. Cronbach's ${\alpha}$ coefficient was used to calculate survey reliability, while the Pearson correlation coefficient and multiple regression analysis were used to investigate the influence of MF on PALA. A paired t-test was applied to compare the PALA and MF of written exams with those of CPX/OSCE in third and fourth year students. The Pearson correlation coefficients between PALA and MF were 0.479 for written exams and 0.508 for CPX/OSCE. MF explained 24.1% of the PALA in written exams and 25.9% of PALA in CPX/OSCE. Both PALA and MF showed significant differences between written exams and CPX/OSCE in third-year students, whereas those in fourth-year students showed no differences. Educators need to consider MFs that influence the PALA to encourage 'assessment for learning'.

• Journal of Korean society of Dental Hygiene
• /
• v.13 no.4
• /
• pp.659-668
• /
• 2013

Objectives : The purpose of this study is to analyze the causes of stress driven by the national examination and to find out correlation between stress factors and students' general characteristics. Methods : Data were collected from self-reported questionnaires by dental hygiene students in D university in February, 2012. Results : Those having good high school GPAs (p<.05) and high preliminary test scores (p<.01) towards dental hygienist (p<.05). National license examination was the most stressful factor for 54.2% of the students. Much more stressful pressure goes to students of non-scheduled admission (p<.01), students who graduated from vocational high schools(p<.01), students with good high school GPAs (p<.05), and having high preliminary test scores(p<.05). Most of the students tended to bear the burden on national written examination with an average of 4.17. The most difficult subject was oral biology introduction (average 4.52). Oral biology introduction was more stressful to students of early admission, students graduating from vocational high schools (p<.05), students with good high school GPAs (p<.05), and students who had relatively low preliminary test scores (p<.001). Conclusions : It is crucial to reduce stress factors and to develop related programs.