• Journal of the Korean Society for Library and Information Science
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• v.47 no.2
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• pp.181-200
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• 2013

The test instrument utilized to diagnose and evaluate a trainee's ability are necessary for an effective information literacy education. Nevertheless, there is a lack of a standardized test instrument to comprehensively measure students' information literacy. The purpose of this study is to develop a standardized test instrument to evaluate the information literacy of middle school students, and to verify the reliability and validity of the test instrument. For this purpose, this study selected factors that can show the information literacy and developed an information literacy test framework that was designed based on Guilford's SOI model and Meeker's SOI-LA test. The test instrument that was developed through this study is a 30-item Web-based multiple-choice test. This study administrated tests in middle school students (794 students joined), and analyzed difficulty, reliability, discrimination index, validity of tests, and reviewed tests items to qualify the standardized test. The cutoff score was also decided when using these tests as a diagnostic information literacy assessment.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.1-13
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• 2016

The purpose of this study is to develop a Science Ethicality Test (SET) to measure students' science ethics. To secure the validity and reliability of the SET, the authors have applied Rest's Four Components Model (FCM). To develop the SET, authors have conducted the following procedures: analysis of the Korean Youth Moral Test (Kim & Lee, 2012), alteration of the KYMT; and development of the SET. Rest's FCM is consisted of moral sensitivity, moral judgment, moral motivation, and moral character. The SET is consisted of ethical sensitivity, ethical judgment, ethical motivation, and ethical character with each factor having its own elements. To secure the validity and reliability of SET, authors requested a validity assessment from five experts (two evaluators are science education experts, two others are ethics education experts, and one evaluator is a scientist), and surveyed 599 elementary school students. As a result, SET proved high levels of validity and reliability.

• Journal of Korean Library and Information Science Society
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• v.47 no.2
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• pp.329-358
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• 2016

The purpose of this study is to develop a test tool that can be measured in various aspects for the reading attitudes of children. For that it was set the configuration based on the preceding reading attitude survey and models and tacit knowledge of attitude toward reading and wrote the questions for reading attitudes. It conducted a primary and secondary test for elementary school students in grades 4-6 to verify the validity and reliability of measurement tools. 8 factors of the reading attitudes measurement tool were extracted through exploratory factor analysis and it described 66.29% of total variable. the r-value for inter-item consistency about reading attitudes were above 0.4 on all questions. The Cronbach ${\alpha}$-value of reliability coefficient about reading attitudes measurement tool was 0.950. Therefore Reading attitude test tool have reading usefulness, reading efficacy, leisure, stiumulation, flow, expression, study, assertiveness as sub factors of reading attitude has been shown that it can serve as a useful tool for measuring various aspects of the reading attitude for children.

• Journal of the Korean earth science society
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• v.24 no.6
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• pp.508-523
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• 2003

This study has developed the test tool to measure the level of spatial concept in the astronomy education for high school students. The items of the test tool are composed of basic elements (spatial position, spatial reasoning, spatial variation) forming spatial concepts in the astronomy. The test tool was applied to the 274 high school students. As a result of item analysis, the test tool showed that the content validity was 98%, the reliability (KR 20) was 0.84, the measure the level of astronomical spatial concept for the high school students.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.07a
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• pp.415-416
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• 2019

이 연구의 목적은 기존 CT 검사 도구를 확인하여 한계를 파악하고, CT 기반 역량의 의미를 밝히고 이를 통해 올바른 CT 검사도구 개발의 방향을 제시하는 것이다. 그래서 이 연구로 CT 기반 스킬을 통해 CT 역량을 검사할 수 있는 방법을 제시하였다. 이 연구의 결론으로 CT 역량을 검사하는 것은 CT 기반 역량을 검사하는 것으로 CT 기반 하드스킬을 밝혀내어 이를 평가 요소로 적용한다면, 기존 검사도구의 한계를 극복하는 묘책이 될 것으로 판단되었다. 이 연구의 후속으로 CT 기반의 하드 스킬을 찾아 CT 기반 역량을 명확히 규명하고, 이를 바탕으로 검사도구를 개발하여 검증하고자 한다.

• Communications of Mathematical Education
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• v.17
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• pp.159-168
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• 2003

본 연구는 창의적 수학문제해결력의 검사도구의 요소들을 제시하고 있다. 수학적 창의성을 과정적 관점에서 출발하여 수학적 창의성을 창의적 수학문제제해결과 동일시하고 그에 따른 검사도구의 기본요소들을 Polya의 문제해결기법에서 나타나는 메타인지적 전략과 수학적 마인드를 검사하는 요소들로 구성하였다.

• The Journal of Korean Association of Computer Education
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• v.21 no.2
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• pp.49-58
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• 2018

Competency is an extended concept rather than knowledge and skill, which means the ability to efficiently and rationally solve various problems. This study focuses on the core competencies presented in the 2015 Revised Informatics Curriculum and aims to analyze the constitution method and composition of domestic and overseas Instruments that can measure core competencies. As a result of analyzing 12 Instruments developed by the countries and organizations, nine Instruments measure two or more competencies based on computing thinking, information culture literacy, and cooperative problem solving ability. Three Instruments have one competency were measured. Ten instruments were computer based tests, and 50% of the items were developed by two or more of multiple choice item, subjective item, and descriptive item. It is important to note that this study provided a crucial step in the development of Instruments to diagnose competencies to be developed into informatics science education.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.533-542
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• 2021

This study aims to develop an instrument for measuring high school students' action competence on climate change (ACoCC). The instrument is defined as the construct comprised of seven factors and thirty-five items and takes approximately 15 minutes to fill out. A panel of experts and students' content validation were undertaken to modify the items. Five hundred and twenty-eight first and second graders in Korean high schools participated in the instrument survey. To assess the reliability and validity of ACoCC instrument, item analysis (mean, skewness, kurtosis, item-total correlation), internal consistency estimate, and confirmatory factor analysis were used. It was appropriate to use the 7-dimensional ACoCC instrument (knowledge about climate change, climate change sensibility, reflection, communication, integrated thinking, willingness, decision making), with 35 items for high school students. The following instrument was self-report given in the 5-point Likert scale (1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree). The internal consistency coefficient was shown as a whole was shown as 0.953, and the subscale's internal consistency coefficient ranged from 0.786 to 0.862.

• Proceedings of the Korean Information Science Society Conference
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• 2000.04a
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• pp.139-141
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• 2000

검사점 및 복구 도구는 응용 프로그램의 상태를 주기적으로 안정된 저장소에 저장을 하고, 결함이 발생하였을 경우 가장 최근의 검사점으로부터 효율적으로 복구하게 하는 도구이다. 특히 검사점 및 복구 도구는 장시간 수행되는 프로세서에게는 아주 중요한 의미를 지니며, 결함으로 인해 장시간 수행되는 프로세스에 의해 생성된 중간 결과를 잃어버리지 않게 한다. 본 논문에서는 UnixWare 커널 수준의 검사점 및 복구 도구인 Kckpt의 설계 및 구현 내용을 제시하고, Kckpt의 성능을 사용자 수준에서 구현한 검사점 라이브러리와 비교한 결과를 제시한다. Kckpt를 사용함으로 해서 UnixWare는 소스 코드 수준에서 사용자가 초기화한 장소에서 검사점을 만들 수 있을 뿐만 아니라 실행 가능한 파일만을 가진 사용자에게도 완전한 투명성을 제공할 수 있다. 또한 Kckpt를 사용자 라이브러리 수준에서 구현한 검사점 도구와 성능을 비교한 결과 오버헤드가 훨씬 줄어들었음을 관찰할 수 있었다.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.263-277
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• 2019

This study analyzed the current use of science-related test tools in affective area in Korean academic journals for the last 30 years since 1989 and the cases of modification of the original tools related to the tools. This provides practical information on the development and improvement of test tools in the future and offers the basis for developing valid test tools. The study was conducted in two stages. We analyzed the status of 88 domestic science education researches dealing with testing tools related affective characteristics and 57 domestic and foreign resource tools referenced by them. After that, we compared the characteristics of the five cases in which the original tool was revised and the concrete item correction examples. The results were analyzed as follows: topics that have emerged continuously or that have recently begun to appear in domestic research, the research situations according to their purpose and measurement methods used by the tool, and use state of original tools. The background and key points of revision were analyzed for the five tools, TOSRA, SAI, PISA items, STEBI-A/B, SMQ, whose revision process were disclosed. In addition, the changes of the items were analyzed by comparing the four test items with the questions before and after the revision. As a result of item analysis, item improvement was proceeding in the direction of enhancing readability, clarifying meaning, and changing items according to change of sub constructs. The implications of this study are as follows: notes on interpreting the results obtained from the tool with multiple mixed constructs, the possibility of the testing tool that broadens the horizon of the research, error recognition in the subjective self-report, and notes when applying test tools from other disciplines to science.